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Book of Modules 2012/2013 |
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ED1011 Contemporary Issues in Early Years and Childhood Studies
Credit Weighting: 15
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 72 x 1hr(s) Lectures.
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Dr Mary Horgan, School of Education.
Module Objective: To give students a firm grounding in early years and childhood theory - curriculum, teaching approaches and other contemporary issues related to pedagogy and practice.
Module Content: This foundation module looks at the historical development, theory and practice of education in schools and pre-schools. Specifically, it introduces students to curriculum theory and pedagogy, child development, health and welfare issues and research on values, culture and identity.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise and discuss key themes and concepts in relation to policy, pedagogy and practice in early years and childhood education in Ireland
· Discuss key issues concerning child development, health, welfare and safety demonstrating their practical application in early childhood care and education settings.
· Differenciate between competing ideologies in early years and childhood education
· Illustrate the relationship between competing ideologies in early years and childhood education and child development, curriculum planning and methodology
· Begin to apply theory to critically analyse professional experience.
Assessment: Total Marks 300: End of Year Written Examination 150 marks; Continuous Assessment 150 marks (1 x 3,000 (max.) word essay 100 marks; In-class test 50 marks).
Compulsory Elements: End of Year Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: 1 x 3 hr(s) paper(s).
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn 2013. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A total mark of less than 40% for C/A requires a student to submit 1 x 5,000 word essay by the end of August, as prescribed by the Dept.).
ED1012 Early Years and Childhood Studies: Pedagogy and Practice
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures; 9 x 1hr(s) Workshops; 9 x 1hr(s) Practicals (Workshops and Practicals for these 18 hrs. are interwoven.).
Module Co-ordinator: Dr Anna Ridgway, School of Education.
Lecturer(s): Ms Marcella Towler, School of Education; Dr Anna Ridgway, School of Education; Ms Patricia J O'Connor, School of Education.
Module Objective: To give students the opportunity to reflect upon, consolidate and apply to practice situations, the theoretical perspectives of ED1011. To introduce students to different philosophical/pedagogical/welfare approaches to early years and childhood educational practice.
Module Content: This module gives students the opportunity to critically engage with and reflect upon issues and perspectives presented in ED1011. Students will be introduced to the health, hygiene, nutrition and safety needs of young children. It also introduces students to the following approaches to early years and childhood practice - Montessori, Steiner, Froebel, Naionra, Highscope, Multiple Intelligences and Teaching for Understanding. In addition, students are afforded opportunities to engage with and observe children in a practical situation, thus facilitating the integration of theory and practice.
Learning Outcomes: On successful completion of this module, students should be able to:
· Participate in group discussions on the integration of theory and pedagogical practice
· Be able to understand and use observational schedules to document children's learning
· Illustrate the relationship between competing ideologies in early years and childhood education and child development, curriculum planning and methodology
· Discuss the impact of pedagogical interventions on practice
· Discuss the key issues in relation to the health and welfare of young children.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,000 (max.) word Project 50 marks; 1 In-class Observation Test 10 marks; Attendance and participation at lectures, workshops/practicals 40 marks (Those students who attend less than 80% in both lectures and workshops/practicals will forfeit 40 marks)).
Compulsory Elements: Continuous Assessment. As the lectures in this module form the basis of the workshops/practicals, attendance at lectures, workshops and participation in practice classes will be monitored by class registers.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% All elements of continuous assessment must be passed independently.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A total mark of less than 40% for C/A requires a student to carry out, write up and submit 1 x 4,000 word Child Development Assessment by the end of August, as prescribed by the Dept.).
ED1308 Psychosocial Basis of Physical Education, Sport and Health
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: To introduce students to the core psychological and sociological concepts which have shaped the physical education, sport and health domains
Module Content: Topics include: A frame of reference for investigating individual differences, socio-environmental issues, socio-cultural issues, historical underpinnings, psychological skills, and health behaviour.
The role of sport psychology and sociology in physical education, sport and health.
The role of sport psychology and sociology in understanding pupil, athlete and group behaviour.
Learning Outcomes: On successful completion of this module, students should be able to:
· Critically evaluate the key role of psychological and sociological concepts and theories in educational, sport, and health contexts.
· Critically analyse themes such as individual differences, socio-environmental issues, socio-cultural issues, psychological skills, and health behaviour.
· Examine psychological interventions applied in a physical education, sport and health context.
· Evaluate ethical issues in physical education and sport from a psychosocial perspective.
· Examine and reflect upon their own knowledge and experience of sport activities and developments.
· Develop both (a) academic writing skills, including essay planning and execution and (b) research skills in conducting a literature search, and citing and referencing material. Apply these skills to all module assignments.
· Work productively as part of a team using key communication skills to engage with in-class tasks.
Assessment: Total Marks 100: Continuous Assessment 100 marks (in-class assignments 2 x c.2000 word essay 50 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials).
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To develop students knowledge, understanding, and application of biomechanical principles related to physical activity and human performance
Module Content: In this module students examine and investigate kinesiology, levers, force, momentum, summation of force, accuracy, balance, collision, friction, impulse, projective motion, analyzing technique and observational strategies
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop knowledge of the forces that act on the human body and the effects these forces produce;
· Understand terminology used in human movement research and apply current research.
· Effectively employ a video camera to analyse fundamental movement and movement development
· Identify how biomechanical principles can be used in a teaching and coaching environment.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2000 tutorial assessment 30 marks; 1 x 1000 words in-class assessment 30 marks; 1 x 1000 word group presentation 40 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED1310 Introduction to Exercise Physiology
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12hr(s) Lectures; 12hr(s) Tutorials.
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education; Staff, School of Education.
Module Objective: To introduce the student to the human body and how it functions in exercise stress and physical activity.
Module Content: Cardiovascular and Respiratory Systems; Gas transport; Muscle Contraction; Growth and Development; Nervous System; ATP and Basic Energy Systems.
Learning Outcomes: On successful completion of this module, students should be able to:
· Explain the basic physiological concepts of the body and how they respond to exercise stress.
· Discuss how the various physiological systems of the body coordinate to produce an exercise response.
· Explain how the exercise reponse of the body changes through the lifespan.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 1,000 word in-class assignments, 50 marks each).
Compulsory Elements: Continuous Assessment. Students must achieve pass judgements in their skills practicals and in their coursework.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Any failed elements must be repeated during the Summer months to enable students to achieve the required skills as prescribed by the Education Department.).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To develop students' knowledge and understanding of the diversity of images and meanings attributed to health
Module Content: The module content includes examining the role of sport and physical education in activity and health promotion; health related exercise and education policy; the case for promoting exercise with respect to children's health and developmental physical education, activity and fitness status; exercise recommendations and prescriptions for young people; determinants of young peoples physical and sedentary behaviour; physical activity and exercise promotion activities for young people; relationships between sport and physical education; relationships between identity and ill-health and disability.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify and describe the diversity of images and meanings attributed to health.
· Explain the complex range of interactions that influence the health of individuals and populations.
· Distinguish betweena range of models and approaches and their impact on health outcomes and their own health philosophy.
Assessment: Total Marks 100: Continuous Assessment 100 marks (in-class laboratory assignments 40 marks; 2 x in class assignments 30 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24hr(s) Other (Practicals).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Kathy Kirwan, School of Education; Staff, School of Education.
Module Objective: To develop students' learning and pedagogy of physical education and sport. To facilitate the transfer of knowledge and key skills in aquatics, athletics and outdoor education through theory and practice.
Module Content: Topics include: The management and organisation of learning environments.
An exploration of themes such as progressive skill development.
An exploration of personal mastery and factors influencing learning through reflective practice.
A frame of reference for health, safety and risk assessment.
The development of pedagogical content knowledge.
The role of foundation skills in physical education, sport and community environments.
Learning Outcomes: On successful completion of this module, students should be able to:
· # Demonstrate personal mastery and proficiency of aquatics, track and field events, and selected outdoor adventure activities
· # Develop awareness of planning and organising a teaching environment.
· # Examine themes such as progressive skill development
· # Examine and reflect on their own experiences and feelings in aquatics, track and field events, and the outdoor adventure environment.
· # Investigate the role of health, safety, and risk assessment in a sport and recreational environment.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2000 wd assign 30 marks; Performance Analysis 40 marks; Continuous Assessment 30 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% (in addition students must pass the Performance Analysis element of the module by achieving 16 marks out of a possible 40).
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (Performance Analysis must be passed at the Summer Examination), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24hr(s) Other (Practicals).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Kathy Kirwan, School of Education; Staff, School of Education.
Module Objective: To develop students' knowledge and understanding of the significance and relationship of the aesthetic and artistic connection in the physical education and sport domains, focusing on learning and pedagogy.
Module Content: In this module students explore the key concepts of aesthetic history, theory and form in physical activity. Students participate in dance and gymnastics and explore the artistic and aesthetic components of these activities.
Learning Outcomes: On successful completion of this module, students should be able to:
· # Identify links between aesthetics and physical performance.
· # Examine aesthetic history theory and form in physical activity.
· # Discuss the aesthetics of dance, gymnastics, and outdoor adventure activities.
· # Demonstrate personal mastery of dance and gymnastics.
· # Develop and plan a sequence of dance and gymnastic lessons.
· # Examine and reflect on their own experiences and feelings in dance and gymnastics.
· # Investigate the role of health, safety and risk assessment in different learning environments.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments 30 marks each; performance analysis 40 marks;).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% (in addition students must pass the Performance Analysis element of the module by achieving 16 out of a possible 40 marks).
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (Performance Analysis must be passed at the Summer Examination), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials and Seminars); 8hr(s) Placements (Coaching Placement).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: This module will encourage students to embrace a positive philosophy of learning and sports pedagogy which will underpin their role as physical education teacher/coach.
Module Content: During this module students are encouraged to think critically about the nature of learning and pedagogy in physical education and sport. Students evaluate and reflect on the role of a sports coach during coach placement.
Learning Outcomes: On successful completion of this module, students should be able to:
· Examine the qualities of effective teaching and learning.
· Appraise the three dimensions of sport pedagogy; 1. Knowledge in Context; 2. Learners and Learning and; 3. Teachers/Teaching and Coaches/Coaching
· Employ the process of reflection.
· Develop an understanding of key educational concepts and theories and their application to the study of sport and physical education.
· Examine and reflect upon their own knowledge and experience as learners and the factors which underpin their core beliefs and identities as future teachers/coaches.
· Explore themes such as communication,, teamwork, management of the learning environment, professionalism and rapport with pupils/players.
· Identify pedagogical approaches applicable to physical education, sport and community environments.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 words portfolios of learning experiences (50 marks each)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED1317 Psychosocial Perspectives on Learning
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials and seminars and school research visits).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education; Staff, School of Education.
Module Objective: To introduce students to some of the psychological and sociological contexts that impact directly on student learning
Module Content: An overview of adolescent development and associated psychological theories of growth and maturation; theories of intelligence and learning arising from the ideas of Piaget, Bruner, Gardner and Vygotsky. Presentation of view on the significance of gender, ethnicity, social class, views of youth and cultural contexts on education
Learning Outcomes: On successful completion of this module, students should be able to:
· # Present an overview of adolescent development and perceptions of youth, taking into account the impact that the social contexts such as class, gender, ethnicity can have on these issues.
· # Critically interpret various theories of intelligence and of learning and illustrate their relevance to education
· # Examine the significance of theories of educational disadvantage and the impact of these on the process of learning and social integration
· # Critically evaluate educational challenges arising from specific school situations.
· # Develop a sophisticated professional position on the complex impact of cultural contexts on educational processes.
· # Assess and criticise as appropriate educational changes and initiatives in contemporary society.
Assessment: Total Marks 100: Continuous Assessment 100 marks ( 1 x 2000 word in class assignment 50 marks; 1 x 2000 word personal reflection 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED2004 The Curriculum in Special Needs Education
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Mary Horgan, School of Education.
Module Objective: To equip students with the knowledge, skills and sensitivity to understand and provide for children with Special Needs in educational settings.
Module Content: Analysis of empirical research findings regarding the identification and education of young children with special needs; Investigation of the issues and challenges of integration with 'mainstream' classes. Overview of strategies for Educating Young Children with Special Needs.
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an understanding of various forms of physical and intellectual impairment;
· Examine the impact of physical and intellectual disability on children, parents, carers and the wider community;
· Discuss the challenges of integration with "mainstream" classes.
· Explain and demonstrate the use of different strategies for educating children with special needs.
Assessment: Total Marks 100: End of Year Written Examination 50 marks; Continuous Assessment 50 marks (1 x 2,500 word essay).
Compulsory Elements: End of Year Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: 1 x 1½ hr(s) paper(s) to be taken in January 2013.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in Autumn 2013. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A total mark of less than 40% for c/a requires the student to submit a 1 x 2,500 word essay by the end of August as prescribed by the Department.).
ED2011 Early Years and Childhood Curricula: Ideology, Pedagogy and Practice
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 72 x 1hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Ms Marcella Towler, School of Education; Dr Mary Horgan, School of Education.
Module Objective: To unify, consolidate and extend all previous study in Early Years and Childhood Education.
Module Content: Advanced curriculum theory; Curriculum Approaches in Ireland and selected countries worldwide; Integration of theory to practice through development of a business plan and scheme of work.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the steps required to prepare a business plan for work in the early years and childhood sector;
· Describe early years and childhood provision in Ireland and selected countries worldwide;
· Compare and contrast policy and provision in Ireland and selected countries worldwide;
· Develop a deep understanding of the philosophical and cultural values underpinning differing educational ideologies;
· Prepare a scheme of work for practice which interprets and integrates all the above.
· Discuss the health, nutrition, hygiene and safety of young children.
Assessment: Total Marks 300: End of Year Written Examination 150 marks; Continuous Assessment 150 marks (1 x 2,000 word (max) essay (50 marks); Business Plan (50 marks); and Design a Curriculum Plan (50 marks).).
Compulsory Elements: End of Year Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% In order to pass the module, a student must achieve a mark of at least 40% in the End of Year Written Examination and at least 40% overall in Continous Assessment.
End of Year Written Examination Profile: 1 x 3 hr(s) paper(s) to be taken in January 2013.
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn 2013. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
Credit Weighting: 10
Teaching Period(s): Teaching Period 1.
No. of Students: Min 1, Max 15.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures; Other (Preparation of a Portfolio and Project Work 6 x 3hr Teaching Sessions in schools consisting of 2hrs teaching and 1hr mentoring).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To present the basics of good science teaching practice and gain practical experience thereof.
Module Content: Science curriculum in secondary schools; Class organisation and teaching approaches; Lesson planning and preparation; Understanding teaching and learning; Classroom climate; Discipline; Practical work in secondary schools; Assessing student's progress .
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise and apply the basic principles of classroom management and discipline.
· Identify the key characteristics of high quality science teaching.
· Develop a comprehensive portfolio of lesson plans.
· Display a willingness to co-operate with members of the teaching staff in their assigned school.
· Participate successfully in the Peer Assisted Learning project.
· Demonstrate good classroom presentation skills.
· Perform laboratory practical work in a safe and efficient manner.
Assessment: Total Marks 200: Continuous Assessment 200 marks ( Assessment of Performance in Teaching Practice (100 marks); Portfolio (50 marks); Project Work (50 marks)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Work which is submitted late shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules).
Pass Standard and any Special Requirements for Passing Module: 40% In addition students must achieve a pass standard of at least 40% in the Teaching Practice component to pass the module.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (There is no Autumn Supplemental Examination for Students failing the Teaching Practice), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Any failed Portfolio and/or project must be resubmitted, as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials).
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To develop knowledge and understanding of exercise testing and prescription from a health and fitness perspective
Module Content: This module covers the following topics: fitness testing, principles of strength and conditioning, physiological responses to exercise of healthy individuals and special populations. Behaviour principles relating to exercise adherence are also covered
Learning Outcomes: On successful completion of this module, students should be able to:
· Assess physical fitness through exercise testing and interpret these test results. Construct specific strength and conditioning exercise training programmes based on these results.
· Describe research illustrating population lifestyle and activity patterns.
· Illustrate how the recommended levels of physical activity apply to different populations.
Assessment: Total Marks 100: Continuous Assessment 100 marks (In-class assignment 50 marks; Exercise Prescription Workbook 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s):
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Practicals ((including tutorials)); 12 x 1hr(s) Lectures.
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To introduce students how the body adapts in function and structure in response to acute and chronic bouts of exercise and physical activity
Module Content: Topics include: Essentials of movement (neurological control and neuromuscular adaptations); Energy for movement; Cardiovascular and respiratory function and performance; Environmental influences on performance; Optimizing performance in physical activity; Age and sex considerations in sport and exercise; Physical activity for health and fitness
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe how the body responds to exercise stress;
· Describe how the body responds to repeated exercise bouts and training;
· Examine physiological data from an individual and identify strengths and weaknesses;
· Identify causes of fatigue in exercise.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Exercise Physiology Online Support Material 20 marks; In-class assignment 80 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including practicals); Other.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Kathy Kirwan, School of Education; Staff, School of Education.
Module Objective: To develop students knowledge and understanding of games from a theoretical, teaching/coaching, and practical perspective.
Module Content: In this module students investigate pedagogical and coaching approaches to teaching games. Students participate in a selection of divided court (badminton) and strike and field games (softball) and analyse the common core components of these games and investigate the transfer from theory to practice.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop an understanding of the fundamental technical skills, the rules of the game of softball and badminton, and the necessary teaching techniques involved with coaching/teaching those sports.
· Demonstrate technical skills, as well as a practical understanding of game tactics. In addition, students demonstrate how to teach technical and tactical skills
· Explore themes such as communication, teamwork, sportsmanship, and cooperative learning
· Identify pedagogical approaches applicable to physical education, sport and community environments.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments 30 marks each; Performance Analysis 40 marks;).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% (in addition students must pass the Performance Analysis element of the module by achieving 16 out of a possible 40 marks).
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (Performance Analysis must be passed at the Summer Examination), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including practicals); Other.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Kathy Kirwan, School of Education; Staff, School of Education.
Module Objective: To develop students' knowledge and understanding of invasion games from a theoretical, teaching/coaching and practical perspective.
Module Content: In this module students investigate pedagogical and coaching approaches to teaching invasion games. Students participate in a selection of invasion games (for example, rugby, hurling, camogie, gaelic football) and analyse the common core components of these games and investigate the transfer from theory to practice. Students analyse performance and investigate techniques for improving skill development. Other areas explored in this module include sport management and duty of care.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify and demonstrate the key skills associated with Gaelic Football and Hurling/Camogie within a drill and games context
· Analyse the role of both defensive and offensive play in Gaelic Games
· Develop an understanding of the role of the individual players on a Gaelic Football and Hurling/Camogie Team
· Identify and demonstrate the key basic skills associated with Rugby within a drill and games context
· Analyse the role of both defensive and offensive play in Rugby
· Develop an understanding of the role of the individual players on a Rugby Team
· Evaluate the role of the teacher/coach in educating young people to play Gaelic Games and Rugby
· Appraise the culture of both Gaelic Games and Rugby in an Irish context.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments 30 marks each; Performance Analysis 40 marks;).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% (in addition students must pass the Performance Analysis element of the module by achieving 16 out of a possible 40 marks available ).
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (Performance Analysis must be passed at the Summer Examination), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Tutorials (plus 10 days school placement).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Patricia Fitzpatrick, School of Education.
Module Objective: To develop an initial awareness and understanding of the professional context of teaching and the challenges that this presents for the teacher/student, teacher/pupil and school management.
Module Content: Exploration of the practical and professional contexts of becoming a second level teacher. This will involve developing basic approaches to developing courses, planning lessons, exploring methodologies and reflecting on assessment procedures. Introduction to the practice of classroom observation and the analysis of teaching strategies will be initiated
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop an understanding of the complexity of the school context.
· Critically evaluate the role of physical education in schools.
· Critically examine the role of physical education within a school context.
· Develop foundation skills in lesson planning and assessment.
· Develop the skills of reflective practice
· Evaluate the school context and how this impacts on teaching and learning.
· To develop communication skills through in-class tasks and learn to work productively in a group setting.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word reflective journal of classroom experience).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED2313 Approaches to Discipline and Classroom Management
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including seminars and tutorials).
Module Co-ordinator: Dr Tracey Connolly, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To initiate students into developing professional approaches to classroom management and strategies for discipline in school
Module Content: Appraise students of the range of theories and practices related to the management, motivation and maintenance of professional control involved in the education of adolescents. Emphasis will be placed on the essential need to create a suitable learning environment that is appropriate to the specific context of practice
Learning Outcomes: On successful completion of this module, students should be able to:
· Explain in detail the circumstances and factors in modern society that lead to challenging behaviour in the classroom.
· Critically analyse disruptive behaviour and how it impacts upon teaching and learning.
· Critically evaluate aspects of school planning that promote positive behaviour in a school.
· Draw up an effective and viable strategy for classroom management.
· Develop advanced pedagogical skills that will motivate and foster pupil engagement.
· Critically evaluate and implement corrective behaviour procedures.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word in class assignments 50 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED2314 Physical Education Teacher and Coaching Pedagogy
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: To introduce students to the concept of physical education and coaching pedagogy microteaching approach to teaching and learning and to analyse three dimensions of pedagogy; teachers/teaching; learners/learning; knowledge in context.
Module Content: Topics include: Pedagogy using teaching scenarios as a teaching methodology, using flexible cognitive strategies to analyse real world problems and produce meaningful solutions, development of skills of self-management, learning to work effectively as a group member, development of an understanding of the biological, social and cultural issues that could impact on future teaching, making connections between subject matter and context: links to concrete examples from the curriculum, development of strategies for managing the physical education and sport learning environment. Students will learn how to peer-teach parts of lessons and will analyse their own and their peers' teaching performance under set criteria with the aid of key technologies.
Learning Outcomes: On successful completion of this module, students should be able to:
· Explore the concept of pedagogy through an applied approach to teaching and learning;
· Analyse the three dimensions of pedagogy: teachers/teaching, learners/learning, knowledge in context;
· Critically reflect on pedagogy in the context of their own learning and that of peers and others with whom they might work;
· Develop knowledge of teaching strategies and classroom management through peer teaching and analysis of the teaching episode.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word assignment, 100 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED2315 Physical Education Teaching/Coaching Curriculum Studies
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials and placement).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: To critically examine teaching and learning in the context of national and international curricula and coaching frameworks
Module Content: Topics include: examination of national and international physical education curricula; analysis of national and international coaching strategies across a broad range of activities; exploration of a variety of approaches to teaching adult and child learners; understanding the links between national/international curriculum and national/international coaching strategies.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop their understanding of the complexities of curriculum provision, design and change;
· Develop capacities to conceptualise, evaluate and report on curriculum provision.
· Critique the influences of culture on curriculum
· Interpret the notion of 'Teacher as Change Agent' within curriculum provision, design and implementation.
· Develop teamwork skills e.g. communication through in-class group tasks.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word portfolio 100 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: Placements (12 weeks Supervised Placement); Other (Reconnection Days); Seminars (compulsory pre-placement Sept. Seminar week (30 hrs. lectures)).
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education.
Module Objective: To enable the students to integrate theory with practice i.e. to relate the theory acquired in lectures to the practical care, health, welfare and education of young children in various educational settings.
Module Content: Content of September Seminar: Curriculum Studies and Teaching Strategies; Child Health, Nutrition, Welfare and Development; Inclusion; Observation Toolkit; Working with Special Needs Children. This is in preparation for the 10 - 12 weeks supervised professional practice placement. (Minimum contact time with children 300 hours + 100 hrs. self-directed learning). Each student is required to attend the September Seminar; complete the 1,500 word Essay and to compile a Learning Journal and a Placement Practice Portfolio.
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an understanding of how children learn by observing them in their environment.
· Design appropriate activities for young children and relate them to developmental areas.
· Identify and examine the policies of the Agency in which they undertake their placement.
· Reflect on their practice and make theoretical connections.
· Evaluate their own personal and profesional qualities and strengths as Early Years Reflective Practitoners.
· Demonstrate the confidence to work in an early years setting.
· Analyse key issues in the Health and Welfare of all children and adults in an Early Childhood Care and Education service.
Assessment: Total Marks 300: Continuous Assessment 300 marks (Placement Practice Portfolio 225 marks; [Completion of placement which will be assessed on a pass/fail basis]. Essay based on September Seminar (1,500 words) 75 marks.).
Compulsory Elements: Continuous Assessment and Placement.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% Students must successfully pass both written components, and achieve a pass judgement in the placement. Students who fail to satisfy this requirement will fail the module overall.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Students failing the placement may repeat it once only, as directed by the Programme Board of Studies). Students failing a repeat placement must withdraw from the programme.).
ED3003 Contemporary Issues in Inclusion and Children's Rights
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Mary Horgan, School of Education.
Module Objective: This module synthesises and builds on all previous studies in earlyyears and childhood education thus enabling students to interpret and reflect critically on policy, practice and pedagogic strategies for the promotion of inclusion and active citizenship. Additionally, and significantly this 5 credit module is closely linked to the teaching this year in Applied Social Studies SS3400 and Applied Psychology AP3179
Module Content: Issues relating to children's rights and inclusion viz gender, multiculturalism, disability, class
Learning Outcomes: On successful completion of this module, students should be able to:
· Illustrate and discuss the key components underpinning the theoretical perspectives on issues in inclusion;
· Identify relevant constitutional provisions and legislation governing children's rights;
· Access and integrate relevant policy, guidelines, legislation etc. on children's rights which would assist them in their future work with children;
· Analyse, critique and evaluate examples of policy responses to the issue of inclusion and children's rights in education.
Assessment: Total Marks 100: End of Year Written Examination 40 marks; Continuous Assessment 60 marks (1 x 3,000 word (max) essay (40 marks); Attendance and participation (20 marks) [Those students who attend less than 80% of lectures will forfeit 20 marks].).
Compulsory Elements: End of Year Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: 1 x 1½ hr(s) paper(s).
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in Autumn 2013. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (1 x 3,500 word essay and, in lieu of failed attendance and participation, an additional 2,500 word essay as prescribed by the Board of Studies.).
Credit Weighting: 10
Teaching Period(s): Teaching Period 1.
No. of Students: Max 120.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: Tutorials; Placements (12 weeks Supervised Placement (approximately 400hrs contact time)).
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Anna Ridgway, School of Education.
Module Objective: To enable the students to integrate theory with practice i.e. to relate the theory acquired in lectures to the practical care and education of young children in various educational settings.
Module Content: Each student is required to compile a Learning Journaland a Placement Practice Portfolio.
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an understanding of how children learn by observing them in their environment.
· Design appropriate activities for young children and relate them to developmental areas.
· Identify and examine the policies of the Agency in which they undertake their placement.
· Reflect on their practice and make theoretical connections.
· Evaluate their own personal and profesional qualities and strengths as Early Years Reflective Practitoners.
· Demonstrate the confidence to work in an early years setting.
Assessment: Total Marks 200: Continuous Assessment 200 marks ((Learning Journal and a Placement Practice Portfolio)).
Compulsory Elements: Continuous Assessment. Placement.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% in Continuous Assessment and a Pass Judgement in Placement. Students who fail to satisfy this requirement will fail the module overall. If students do not complete the required number of placement hours due to illness etc it is expected that the time missed will be completed before progression to the BA (ECS), ie any time off must be made up by extending the placement.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Failure in either placement and/or Learning Journal and Placement Practice Portfolio must be repeated at the discretion of the Early Childhood Studies Exam Board. If permitted, students repeat Placement and submit revised Learning Journal and Placement Practice Portfolio once only. Students must pass ED3007 in order to obtain a degree.).
Credit Weighting: 10
Teaching Period(s): Teaching Period 2.
No. of Students: Min 1, Max 15.
Pre-requisite(s): ED2100
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures; Other (Preparation of a Portfolio and Project Work 6 x 3hr Teaching Sessions in schools consisting of 2hrs teaching and 1hr mentoring).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education.
Module Objective: To present the basics of good science teaching practice and allow practical experience thereof.
Module Content: Science teaching activities; laboratory organisation and management; laboratory safety; use of ICT and datalogging in the school laboratory; science, technology and society; teaching students with special needs; researching teaching; resources in science teaching.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the background developments in science education that gave rise to scientific literacy as defined by the OECD.
· Evaluate the role of ICT in science education in terms of its potential to enhance the teaching of science to second-level students.
· Develop a comprehensive portfolio of lesson plans.
· Discuss the role that newspaper articles and industrial visits can play in the teaching of science.
· Discuss the teaching strategies and subject content to be included in lessons dealing with STS issues.
· Display a willingness to co-operate with members of the teaching staff in their assigned school.
· Participate successfully in the group project work assigned.
· Demonstrate very good classroom presentation skills.
Assessment: Total Marks 200: Continuous Assessment 200 marks ( Assessment of Performance in Teaching Practice (100 marks); Portfolio (50 marks); Project Work (50 marks)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Work which is submitted late shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules).
Pass Standard and any Special Requirements for Passing Module: 40% In addition students must achieve a pass standard of at least 40% in the Teaching Practice component to pass the module.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (There is no Autumn Supplemental Examination for Students failing the Teaching Practice), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Any failed Portfolio and/or project must be resubmitted, as prescribed by the Department).
ED3304 Skill Acquisition and Analysis
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To develop knowledge and application of the fundamental processes underlying motor learning, motor development and motor control in relation to movement.
Module Content: This module explores human motor development, motor learning and motor control in relation to overall skill acquisition and performance, individual difference and ability. The principles of skill acquisition are examined in detail. Students engage in lectures and practical workshops and apply the principles of skill acquisition in a teaching and/or coaching environment.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe and explain concepts of developmental physical education, motor development, motor learning and motor control across the lifespan.
· Organise and apply theoretical concepts of developmental physical education, motor development, motor learning and motor control in a practical setting.
· Compare and analyse different forms of feedback, knowledge of results and practice schedules.
· Design and organise weekly fundamental movement skill programmes for school aged children.
· Evaluate and critique weekly practical sessions using a selection of pedagogical strategies and further recommend adaptations accordingly.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Design of fundamental movement skill programmes 50 marks; Reflective journal based on weekly sessions work experience assessment sheet with mandatory attendance at all session 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): ED1314 Foundation Skills 1, ED1315 Foundation Skills 2; ED2307 Foundation Skills 3 and ED2308 Foundation Skills 4
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Practicals (including tutorials); Other.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Kathy Kirwan, School of Education.
Module Objective: Students develop skills and knowledge of invasion games through the curriculum and instructional model TGfU (Teaching Games for Understanding).
Module Content: This module builds on students' existing knowledge of pedagogy and builds expertise in invasion games. Students will experience the practical application of the TGfU model, as an approach to teaching and learning that fosters tactical understanding in conjunction with skill development, to better facilitate participants' playing, understanding and enjoyment of games. The invasion games include Basketball and Soccer.
Learning Outcomes: On successful completion of this module, students should be able to:
· Understand the core concepts of a Teaching Games for Understanding (TGfU), or game sense approach, moving beyond direct teaching models and encouraging students to think about teaching through the game and developing skills as a consequence of context and pupil/player needs.
· Demonstrate technical skills, as well as a practical understanding of game tactics. In addition, students demonstrate how to teach technical and tactical skills
· Explore different pedagogical approaches to learning physical skills.
· Explore themes such as communication, teamwork, and sportsmanship,
· Investigate the role of health, safety, and risk assessment in a sport and teaching context.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments 30 marks each; Performance Analysis 40 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% , in addition students must pass the Performance Analysis element of the module by achieving 16 marks out of a possible 40.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No supplemental examination unless condition(s) are met (Performance Analysis must be passed at the Summer Examination), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).
ED3306 Advanced Coaching Science 1
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): ED3307 Advanced Coaching Science 2
Teaching Methods: 12 x 2hr(s) Lectures (including Tutorials).
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To enable students to further advance their theoretical knowledge, competencies and skills that are required for consistent success at the advanced coaching level
Module Content: Students learn to devise, conduct and evaluate various skills, practices, tactical simulations and performance tests such as flexibility and functional movement screening. This will be developed from an injury prevention and rehabilitation perspective, to coach and produce better, injury resistant athletes.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop knowledge and skills in functional performance assessment.
· Develop skills in functional movement screening, analysis and intervention.
· Prepare long and short term training programmes.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,000 word class assignment 75 marks, practical assessment 25 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3307 Advanced Coaching Science 2
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 45.
Pre-requisite(s): None
Co-requisite(s): ED3306 - Advanced Coaching Science 1
Teaching Methods: 12 x 2hr(s) Lectures (and tutorials).
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To develop knowledge and skills in advanced program design for high performance athletes
Module Content: This module critically reviews the theory and practice of training design. Content covers understanding and application of periodisation theory and practice, training age, age of sport specialisation, growth and development, game analysis, analysis and evaluation of physical and psychological training objectives.
Learning Outcomes: On successful completion of this module, students should be able to:
· Assess the efficacy of science to the coaching process;
· Apply and evaluate science in coaching and sport
· Evaluate a periodised training programme using scientific analysis;
· Design long term athlete development programmes to support the development of high performance athletes.
Assessment: Total Marks 100: Continuous Assessment 100 marks (In-class presentation 25 marks; 1 x 3000 words class assignment 75 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3308 Health 1: Understanding Health and Wellness
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): ED3309 - Health 2: Health Promotion
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials and placement).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To distinguish and analyse the theoretical perspectives of diversity, difference and inter category heterogeneity thus enabling the synthesis of social constructions of gender, sexuality, ethnicity, indigeneity and disability, and how these impact upon individual experiences of health and illness.
Module Content: Identifying, explaining and analysing relevant issues affecting youth health in relation to masculinities, femininities, indigencity, sexualities and disabilities. This will be supported by guest lectures from relevant expert individuals and groups from outside agencies.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify the complex range of interactions that influence the health of individuals and populations.
· Explain the determinants of selected health issues from national and international perspectives.
· Compare and analyse health related risk factors in relation to youth health.
· Plan and design content for Youth Health related Symposium.
· Evaluate and critique issues that affect youth health.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2000 word Literature review on a health related topic 50 marks; organisation and delivery of Youth Health Symposium on selected health related issues in collaboration with outside agencies i.e. HSE and Secondary Schools 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3309 Health 2: Health Promotion
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): ED3308 - Health 1: Understanding Health & Wellness
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials and placement).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To critically examine models of health promotion in national and international contexts.
Module Content: Content includes: The development of health promotion, defining health promotion, examining models, Philosophy, Politics, the role of mass media and settings for health promotion. This will be supported by guest lectures from external agencies i.e. HSE personnel, journalists, local politicians and podcasts.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify and explain concepts of and influences on health promotion.
· Compare and analyse influencing factors from both a national and international context.
· Construct a Health Promotion Resource for secondary schools.
· Critique and evaluate Health Promotion Resource Pack with relevant stakeholders i.e. secondary schools and HSE Agencies.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Assessment, planning, implementation and evaluation of Health Resource Material with relavant stakeholders 100 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3312 Specialist Subject Methodology
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including seminars).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Patricia Fitzpatrick, School of Education.
Module Objective: To introduce students to the theory and practice of teaching in their specialist area
Module Content: The module will introduce students to the syllabi of the relevant arts subject areas at all levels of second-level schooling. It will present a variety of methodologies to develop the professional skills necessary for teaching the specialist subject. Explicit links are made between the curriculum and the classroom, guiding preservice teachers from the theorising to practice; progressing from 'Curriculum-Syllabus-Module MindMap-Scheme of Work- Lesson Plan'. Preservice teachers are familiarised with both curriculum content and processes in physical education and their respective specialist subject, viewing them as 'living documents'.
Learning Outcomes: On successful completion of this module, students should be able to:
· Examine in greater detail key knowledge domains within subject disciplines;
· Appraise the transfer of syllabus content to classroom practice;
· Critically analyse varying pedagogical approaches to such domains;
· Develop critical reflection in relation to different pedagogical approaches;
· Organise effective lesson preparation based on identification of appropriate methodology decisions.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2000 words in-course assignment 40 marks; 1 x 2500 words final project 60 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3313 Curriculum and Assessment
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including seminars and tutorials).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education; Staff, School of Education.
Module Objective: To raise awareness of the manner in which curricula are produced, change and develop according to social and cultural contexts and circumstances
Module Content: A survey of curriculum theories: an overview of curricular frameworks as processes and plans embodying particular views of the role of education; relating these perspectives to international trends in curriculum constructs; contextualising curriculum stances and student needs; the role and purposes of assessment in curriculum plans and designs
Learning Outcomes: On successful completion of this module, students should be able to:
· Investigate ways of viewing curriculum and analyse policy changes in practice
· Investigate ways of viewing assessment and analyse policy changes in practice
· Critically explore ideological influences on curricular theory, policy and cultural practices
· Develop a critical stance on how the above issues could inform teaching and assessment and their position in the classroom and the school.
Assessment: Total Marks 100: Continuous Assessment 100 marks ( 1 x 2000 word in class assignment 50 marks; 1 x 2000 word personal reflection 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3314 Methods Practical in Specialist Method
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 4 x 1hr(s) Tutorials (plus 10 day school placement in specialist arts subject).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Patricia Fitzpatrick, School of Education.
Module Objective: To introduce students to the theory and practice of teaching their specialist subject
Module Content: To engage in teaching the specialist subjectin the school context; develop further approaches to planning schemes and lesson plans, explore and attempt various methodological approaches and assessment procedures and critically evaluate teaching and learning in the classroom context.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop and organise effective lesson plans and schemes based on previous identification of appropriate methodological decisions, syllabus content and contextual knowledge;
· Observe and critique a variety of pedagogical approaches used by practicing teachers in a school context;
· Critique and reflect through self-reflection and peer/professional learning networks;
· Assess knowledge outcomes from mentor experience and develop enhanced pedagogical strategies.
Assessment: Total Marks 100: Continuous Assessment 100 marks (teaching practice file 100 marks).
Compulsory Elements: Continuous Assessment and School Placement.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Repeat School placement - placement can only be repeated once and will occur in period 2.
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: The module aims to provide in-depth understanding of exercise guidelines for general and special populations as well as a specific focus on sports medicine issues.
Module Content: Content includes: The case for exercise, exercise and weight reduction, exercise and coronary disease, including rehabilitation, sudden death in sport, lifespan sport and physical activity. Asthma in athletes, exercise and diabetes, Sportswomen-gender verification, menstrual problems related to sport, osteoporosis, sport and disability, inflammatory joint conditions and sport. Sexually transmitted diseased and AIDS. Dermatological problems in sport. Team travel abroad including vaccinations, problems with infection. Urological problems and sport.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe the effects of health-related exercise programmes in various contexts;
· Explain how health-related fitness programmes effect a wide range of population groups;
· Compare and differentiate medical contraindications to exercise;
· Plan appropriate treatments for sports injuries;
· Evaluate and critique relevant sports medicine literature.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments 50 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED3316 Directed Study in Sport
Credit Weighting: 5
Teaching Period(s): Teaching/Research Period 3. (Dedicated supervision with tutorial support).
No. of Students: Min 1, Max 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24hr(s) Other (Dedicated supervision and tutorial support).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: The module objective is to develop student knowledge of career pathways in sports related fields. This is achieved by a student driven directed study in either a sport related discipline or a sport institution
Module Content: As this is a directed study and dependent on student interest, content and readings will be determined by choice of research study. All students selecting this module will be required to engage in research methodology content.
Learning Outcomes: On successful completion of this module, students should be able to:
· To identify and apply independent research skills
· To explain the role of sport in society (national or international)
· To compare and critically analyse how sport is organised and managed at the professional and/or community level
· Evaluate and critique career pathways available in sport.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word project).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4301 Physical Activity, Sport and Disability
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 40.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (and seminars).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To introduce students to appropriate strategies and management techniques for physical activity, sport and disability.
Module Content: The module content examines the role of sport and physical education for children and adults with disabilities; philosophy of adaption of physical activity; unique attributes of learners; determinants of individuals with disabilities physical and sedentary behaviours; physical activity and exercise promotion activities for individuals with disabilities; teaching and assessment from the perspective of functional abilities; multidisciplinary team concepts; relationships between inactivity and ill-health for individuals with disabilities; design of physical activiy programmes appropriate for individuals with disabilities.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe and differentiate ability and disability from various models, context and theories.
· Distinguish the complex range of interactions that influence the participation patterns of individuals with disabilities.
· Show the key skills necessary to ensure fundamental concepts of participation for indivuals with disabilities.
· Design physical activity programmes for children and adults with disabilities.
· Critique the philosophy of inclusion which will underpin their role as a teacher and coach.
· Evaluate weekly physical activity programmes and make adaptions accordingly.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Design of Physical Activity Programmes for individuals with disabilities to include critical analysis/reflective diary on each session and mandatory attendance at all sessions 70 marks; Organisation and delivery of Physical Activity fundraiser event 30 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: A pass Continuous Assessment mark is carried forward, Failed elements of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2. (Project Work).
No. of Students: Max 40.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: Students will research a specific area of interest in sports coaching.
Module Content: Through an original piece of research, the student will attempt to gain an in-depth appreciation of the research process and its significance as it applies in a specific coaching context.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop skills in applying research methodologies and techniques to an area of interest in the field of physical education, health or sport.
· Identify and select a research topic, define the research objectives, and formulate a research question.
· Plan and develop a research strategy to investigate an area of interest.
· Analyse and evaluate data and compare to relevant peer reviewed studies in a dissertation structure.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 500 words assignment 5 marks; 1 x 4000 words assignment 85 marks; student performance 10 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department. The student performance mark is carried forward to the Autumn).
ED4309 Health 3: Lifespan Health - Exercise Ageing and Health
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 45.
Pre-requisite(s): ED3308 Health 1: Understanding Health and Wellness; ED3309 Health 2: Health Promotion
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials and placement).
Module Co-ordinator: Dr Susan Crawford, School of Education.
Lecturer(s): Dr Susan Crawford, School of Education.
Module Objective: To explore the importance of physical activity and wellness across the lifespan and to further examine the connections between physical activity/wellness and living longer/ageing better.
Module Content: Module content considers health related determinants of physical activity and ageing including Health promotion, sedentary living, activity patterns, benefits and risks of exercise participation, influencing beliefs, survival skills for independent living, policy implications and effects of illnesses and diseases of ageing. The module content also includes the design and implementation of physical activity programmes for an elderly population.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify and interpret physiological, psychological, sensory and cognitive changes associated with ageing and related changes in activity levels across the lifespan.
· Compare and analyse exercise motivation theories and programmes for an ageing population.
· Plan and design physical activity programmes for an ageing population
· Evaluate and appraise physical activity programmes for an ageing population.
Assessment: Total Marks 100: Continuous Assessment 100 marks (In class Presentation 50 marks; Design and Implementation of a physical activity programme for an ageing population 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4310 Advanced Coaching Science 3: Issues in Sports Coaching
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 45.
Pre-requisite(s): ED3306: Advanced Coaching Science 1; ED3307: Advanced Coaching Science 2
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including tutorials).
Module Co-ordinator: Dr John Bradley, School of Education.
Lecturer(s): Dr John Bradley, School of Education.
Module Objective: To provide opportunities for students to engage and learn from experts in the field of sport coaching and management
Module Content: This module draws on the knowledge and experience of guest presenters, and the contribution of students in the discussion of issues relevant to coaching. Areas covered by guest speakers could include analysis of training and sports performance, the strength and conditioning coach, coaching as a career path, future directions in sport coaching, talent identification and long term player development, drugs in sport and the roles of other people associated with team sport.
Learning Outcomes: On successful completion of this module, students should be able to:
· Examine coaching and sport science from an athlete development and a personal professional development perspective.
· Investigate topical sport issues (e.g. talent identification, long term player development, functional movement screening).
· Prepare an athlete development programme
· Compare and evaluate methods of analysing training and sporting performance.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word assignments, 50 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4311 Philosophy and History of Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 45.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures (and associated readings and tasks).
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Dr Fiachra Long, School of Education; Dr Tracey Connolly, School of Education.
Module Objective: In Part A, to introduce students to the broad philosophical ideas of education in classical times and to review the reception of these ideas for today's classroom; in part B, to help students to understand how Irish primary and post-primary education developed in the historical context since 1800.
Module Content: In Part A, the influence of the Greeks on educational thinking; the rise of child-centred education and its problems. In Part B, the course examines the structure of the Irish education system (primary and post-primary education) and its development since the nineteenth century to the present time. It examines the current curriculum and examination system and its evolution since the nineteenth century.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise and explain at least two divergent views on the purpose of education
· Present written evidence of a more in depth view of education according to one thinker treated in the module
· Show evidence of critical reflection on the process and purpose of teaching and learning
· Identify the major influences that shaped Irish education in the period 1800-2000
· Explain in detail how contemporary structures evolved from earlier systems
· Analyse critically the influences at work in Irish education.
Assessment: Total Marks 100: Continuous Assessment 100 marks ((2 x 2000 word essays - 50 marks each)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
ED4312 Professional Issues in Education
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including seminars and tutorials).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Tracey Connolly, School of Education; Staff, School of Education.
Module Objective: To imbue students with professional competencies, values and attitudes that will ensure that they are creative adaptable practitioners and confident and responsible agents of change and development in the educational context.
Module Content: An overview of theories of change and development: approaches to the education of learners at different ages and stages of development; ethical issues, the law and debates in education and the profession of teaching. This module focuses on critically examining the school as an organisation. Professional issues are presented from the context of the Irish Education system and pre-service teachers are encouraged to link theory to practice in their respective TP schools. Issues include school ethos and culture, the pastoral care system, SDPI-school development planning, teacher as an agent of change, child protection, discipline and the role of NEWB-National Education Welfare Board, interview techniques and contracts, motivation, WSE-whole school evaluation and subject inspections, conflict management, Education Law and the duty of care and the role of the Teaching Council.
Learning Outcomes: On successful completion of this module, students should be able to:
· Critically appraise the wider role of teaching and gain an understanding of involvement with all partners in education - Teaching Council, Department of Education and Skills, school management, subject departments, parents, students and the community etc.
· Critically evaluate previous and present teaching experiences with a view to identifying key issues pertaining to their own professional practice.
· Critique professional challenges emerging from schools as organisations, in the current Irish socio-cultural context.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3,000 word assignment, 40 marks; 1 x Career Planning Pathway, 20 marks; 1 x class test 40 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4313 Approaches to Teaching and Assessment in Physical Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures (including tutorials (class is a combination of theoretical and practical activities)).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education; Staff, School of Education.
Module Objective: Students develop theoretical and practical understanding of physical education and sport curriculum and instructional models.
Module Content: Students explore model based learning in physical education and/or sport. The module takes an experiential learning approach as students learn the praxis of curriculum and instructional models in an applied setting. The module investigates and critiques methods of assessment in physical education.
Learning Outcomes: On successful completion of this module, students should be able to:
· Critically examine a range of pedagogical approaches to teaching Physical Education.
· Critically analyse instructional models of physical education and their use in the Irish curriculum at junior and senior cycle.
· Critically analyse different assessment processes (as, of, for) and their relevance to physical education.
· Develop, implement and reflect on a scheme of work and lesson plans based on a curriculum or instructional model in a particular school context.
· Work productively in a group context using key communication skills.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 20
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 1, Max 10.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 2 x 5weeks(s) Placements (Experiential learning based on learning experiences during community placement).
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: The module objective is to provide a community based learning opportunity where students can explore a selection of career pathways and develop in-depth knowledge of the organisation/s.
Module Content: The module content explores community organisations, their management structure, programme design, and work based knowledge and skills. Students also participate in community mapping exercises related to their community placement.
Learning Outcomes: On successful completion of this module, students should be able to:
· Critically evaluate the management and policy decisions of the organisation
· Critically evaluate programmes offered by the organisation.
· Critically analyse community needs and the connection to the programme.
· Plan, design and amend their own skillbase and its fit with the organisational requirements.
· Evaluate and critique a personal career plan.
Assessment: Total Marks 400: Continuous Assessment 400 marks (1 x Reflective Journal (8000 words) 200 marks; Continuous Assignments x 2 (4000 words each) 100 marks each).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Work which is submitted late shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules).
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4320 Teaching Practice (Mentoring and Practice)
Credit Weighting: 20
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 10 x 1hr(s) Lectures (Preparation for placement); 1 x 30weeks(s) Placements (Supervised placement in a recognised secondary school); 16hr(s) Tutorials; Seminars.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Patricia Fitzpatrick, School of Education.
Module Objective: To enable students to gain practical experience of teaching and classroom management in the school context and to integrate theory with practice, forging and developing their identites as pre-service teachers. Students develop the competencies expected of beginning teachers by the profession, knowledge and skills to embrace and lead change and personal committment to life-long learning.
Module Content: In this placement preservice teachers are expected to teach in both of their discipline areas, i.e. Physical Education and their Specialist Arts Subject. School placement affords preservice teachers the opportunity to develop their teaching skills in the school context, with guidance and support from both University tutors and mentors. The Teaching Council's Continuum of Teacher Education (2011) identifies Initial Teachers Education as the start-line of teacher education, spanning the entire teaching career. Teachers are viewed as life-long learners, from ITE, induction and continuing professional development. Through practical teaching experience and observation of experienced teachers, preservice teachers develop the capacity to create safe, supportive, challenging, inclusive and engaging learning environments in the school context.
Learning Outcomes: On successful completion of this module, students should be able to:
· Exhibit a caring and professional disposition towards the educational needs of students in secondary school and the curricular, pedagogic and organisational implications of responding appropriately to these needs;
· Develop and organise effective schemes of work based on previous identification of appropriate methodological decisions and contextual knowledge;
· Employ a variety of pedagogical approaches in specialist subject areas when on school placement.
· Design appropriate assessment strategies to use in different learning environments;
· Develop communication and interpersonal skills to collaborate with all partners in education, in the development and implementation of learner oriented programmes.
· Critically reflect on own practice, develop personal goals, and a professional career plan.
Assessment: Total Marks 400: Continuous Assessment 400 marks (100 hours of personal experience of directly teaching a class/classes in PE and specialist Arts subject, and a TP File and Visits 280 marks; Portfolio, Extra (School) Curricular Activities and Observations 120 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No Autumn Supplemental.
ED4328 The Teaching of English
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Marjorie Kinsella, School of Education.
Module Objective: To introduce the theory and practice related to the teaching of English in Irish Second level schools
Module Content: Students will be appraised of different models of the subject English with their underlying values and assumptions. Strategies for the teaching of literacy and literature at all levels of the second level system in Ireland will be fully explored. Approaches to assessment and examinations appropriate to English will be surveyed. A critical and reflective attitude to the teaching of the subject will be encouraged.
Learning Outcomes: On successful completion of this module, students should be able to:
· Understand the values and beliefs which underpin the teaching of the subject English.
· Teach the English syllabi and programmes prescribed by the Department of Education and Skills (DES) for secondary schools: Junior Certificate English, Leaving Certificate English, Leaving Certificate Applied and Transition Year.
· Use a variety of strategies for teaching and learning in the subject English.
· Plan a curriculum and create the learning environment in which the goals of the syllabi can be realised.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4329 Second Language Education - French or Irish
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Mt T.J. O Ceallaigh, School of Education.
Module Objective: To develop an understanding of communicative language teaching and the principles of second language pedagogy and the ability to apply such understandings to classroom practice
Module Content: Principles of communicative language teaching, teaching through the TL and the role of the mother tongue, developing competence in classroom discourse in the TL and planning for TL use; theories of second language acquisition and their relevance to practice; communicative focus on form and pronunciation; skills development including a focus on strategy training; assessment; intercultural awareness, evaluation of national syllabi and examinations; use of authentic, literary and journalistic texts; use of ICT; an evaluation of second language textbooks and resources.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify key concepts and skills central to contemporary pedagogy in second language teaching and learning (knowledge).
· Discuss the key concepts and skills central to contemporary second language pedagogy in the light of their own teaching experience (comprehension).
· Apply theoretical concepts and skills of contemporary pedagogy in a real second language classroom context, through the design and enactment of appropriate lessons (application).
· Critique theoretical concepts and their classroom practice as second language teachers in the light of the pupils' learning needs and ongoing progress (analysis).
· Integrate theory and practice in the development of communicative competence in the target language among learners (synthesis).
· Evaluate the quality of classroom practice in relation to pupil learning in the light of contemporary second language pedagogy (evaluation).
· Value the need to be reflective about their developing pedagogical practices.
· Appreciate the need to continue to develop their understandings and practice of second language pedagogy.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4331 The Teaching of History
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Mr Brian Mulcahy, School of Education.
Module Objective: To help students to understand different ways of teaching History and to critically evaluate the teaching of History in school
Module Content: Includes a detailed presentation of both the Leaving and Junior Certificate syllabi, with particular emphasis on the skills, concepts and attitudes, prescribed. Presentation of various methods used in the teaching of History, such as the use and value of texts, documents, visual aids and pupil involvement. Presentation on the teaching of various parts of the syllabus, such as the teaching of an ancient civilisation. A critical discussion of the nature and value of History teaching in school
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the key principles and concepts underlying the subject, History, as it relates to secondary education in Ireland;
· Describe the History syllabus and its assessment guidelines;
· Recognise the contribution that History makes to the secondary curriculum and to the educated person;
· Design and use appropriate resources for the promotion and assessment of historical understanding in pupils;
· Plan lessons and a course of study incorporating appropriate pedagogic strategies for the promotion of learning in History, paying due attention to issues of diversity, differentiation, and the use of ICT;
· Collaborate with colleagues in departmental subject planning.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4332 The Teaching of Civic, Social and Political Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Julia Walsh, School of Education.
Lecturer(s): Mr Gearoid O'Brien, School of Education.
Module Objective: To introduce students to professional education in the teaching of Civic, Social and Political Education with emphasis on active approaches to learning
Module Content: To introduce students to the syllabus of CSPE now operating at second level and to the methodologies and assessment procedures appropriate to the subject
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the key principles and concepts underlying the subject, CSPE, as it relates to secondary education in Ireland;
· Describe the CSPE syllabus and its assessment guidelines;
· Plan lessons and a course of study incorporating appropriate pedagogic strategies for the promotion of learning in CSPE, paying due attention to issues of diversity, differentiation, and the use of ICT;
· Identify and critique relevant issues to citizenship education on a local, national and global basis;
· Interpret and critically reflect on pedagogic strategies for the promotion of active citizenship.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4333 The Teaching of Business Studies
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Julia Walsh, School of Education.
Lecturer(s): Prof Kathy Hall, School of Education; Ms Deirdre O'Sullivan, School of Education; Mr John O'Sullivan, School of Education.
Module Objective: To introduce students to professional education in the teaching of business subjects with emphasis on good teaching practice.
Module Content: As business methodology consists of different but related subjects, students in each area are introduced to syllabus and examination requirements for Junior Certificate, Leaving Certificate, Transition Year and Post Leaving Cert courses; preparation of lesson plans/ schemes of work; behaviour and discipline matters; general classroom & subject management; pupil assessment; rationale for and evaluation of teaching styles; development of good teaching practice
Learning Outcomes: On successful completion of this module, students should be able to:
· Construct a logical yearly scheme of work for each of the business subjects.
· Design and deliver lesson plans which meet the learning outcomes as required by the syllabus for each subject.
· Select and use appropriately ICT in delivering lessons.
· Select the appropriate methodologies in teaching adult learners in a Post Leaving Certificate teaching environment.
· Understand and apply the marking schemes as used by the Department of Education and Skills.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED4334 The Teaching of Mathematics
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Mr Michael John Delargey, School of Education.
Module Objective: To introduce students to the main issues concerning the teaching of mathematics in second-level schools
Module Content: The mathematics curriculum in second-level schools. ICT in Mathematics Teaching. Teaching Styles. Communication in the mathematics classroom. Assessment in Mathematics. Theories of mathematics learning. Resources in mathematics teaching
Learning Outcomes: On successful completion of this module, students should be able to:
· Prepare a range of teaching resources for use in their classroom teaching
· Describe the mathematics curriculum in Irish second-level schools
· Critically explore issues concerning mathematics teaching and learning
· Describe the issues concerning assessment in mathematics.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6001 Effective Science Teaching
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 6 x 4hr(s) Lectures; 6 x 2hr(s) Workshops; 6 x 2hr(s) Directed Study (in the context of professional practice in the teaching of science in the secondary school, associated reading assignments); 6 x 2hr(s) Tutorials; 6 x 2hr(s) Seminars.
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To explore strategies for developing effective science teaching.
Module Content: Understanding teaching and learning, effective classroom practice, educational research, classroom observation, interviews as research strategy, analysing qualitative and quantitative data, case studies of educational research, role and assessment of practical work, using ICT in science teaching, the scientific method, innovations in Irish education.
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the role of educational research and the development of the scientific method in science education.
· Outline various research methods commonly used in science education and design questionnaires, interview schedules and observation schedules.
· Analyse and synthesise both qualitative and quantitative data.
· Discuss the role fo the Theory of Multiple Intelligences and the Teaching for Understanding framework in science education.
· Appraise samples of research papers in science education in a comprehensive manner and present a report on each of these research papers.
· Participate in group activities to discuss various aspects of science education.
· Prepare a research proposal for a science education topic and choose a research strategy.
· Plan and carry out a research project in the area of science education in a professional manner.
Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 8,000-10,000 word Project).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6002 Science, Technology and Society in Science Education
Credit Weighting: 15
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 6 x 4hr(s) Lectures; 6 x 2hr(s) Workshops; 6 x 2hr(s) Directed Study (in the context of professional practice in the teaching of science with particular emphasis on Science Technology and Society (STS) in the secondary school, associated reading assignments.); 6 x 2hr(s) Tutorials; 6 x 2hr(s) Seminars.
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To explore the role of science, technology and society in science teaching.
Module Content: Science, technology and society in science education, Science across Europe, international comparisons in science education, PISA project, science teacher mentoring, essential mentoring skills, language in science education, science investigations and project work, learning of science - the CASE project, scientific literacy, evaluating curriculum change in science, pupils' attitudes in science.
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the role of the Teaching for Understanding framework and active learning in science education.
· Assess the contribution of Comenius and the role of mathematics in science education.
· Appraise the research carried out by Brown and McIntyre to develop the concept of teachers' professional craft knowledge.
· Evaluate the role of constructivism in science education.
· Participate in group activities and workshops to discuss various aspects of science education.
· Summarise and evaluate the role of ICT in science education.
· Outline and discuss the various strategies for assessment of practical work and scientific literacy as defined by the OECD in science education.
· Discuss the role of language and literacy in science education.
Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 8,000-10,000 word Project).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6012 Perspectives on Literacy Development
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Dr Brian Murphy, School of Education.
Lecturer(s): Dr Brian Murphy, School of Education.
Module Objective: To closely examine the role, function, development and pedagogy of the core curriculum skill of literacy.
Module Content: The concept and understanding of literacy will first be examined and explored. Current understandings and models of how the dimensions of literacy should be developed will be discussed and reflected on in the light of current research literature, policy, curricula and practical classroom experiences. Difficulties and issues encountered in supporting and developing literacy skills in classroom practice will be examined and suggestions made as to how best we can manage these difficulties and effectively support such literacy learning.
Learning Outcomes: On successful completion of this module, students should be able to:
· Express an understanding of literacy in line with recent national and international policy and research perspectives
· Situate integrated literacy development as a core element in any literacy programme in schools
· Outline the main models of literacy development with respect to the constituent skills of reading and writing in schools
· Recognise the importance of some core concepts of meaningful literacy development in schools to include context, text, comprehension and strategy
· Implement a more integrated approach to the development of literacy in classrooms and schools
· Relate literacy theory to their classroom methodological practice and vice versa.
Assessment: Total Marks 300: Continuous Assessment 300 marks (In-module assessment comprising reflective paper on a literacy issue (50 marks - 1000 words) and an empirical research project incorporating literature review and analysis of an element of classroom or school practice with respect to supporting literacy development (250 marks - 4000 words) to be submitted within one month of completion of module).
Compulsory Elements: Continuous Assessment. Weekly readings and reflective responses.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department.).
ED6020 Second Language Learning
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Ms Jacinta C McKeon, School of Education.
Lecturer(s): Ms Jacinta C McKeon, School of Education.
Module Objective: To develop a knowledge and understanding of (1) the process of second language acquisition, second language theories of learning and research (2) how second language acquisition might inform classroom practice.
Module Content: Examine current theoretical approaches to explaining second language learning including cognitive and sociocultural perspectives. Explore key concepts of L2 acquisition including learner language, learner errors, and stages and sequences of acquisition. Investigate factors affecting L2 learning such as identity, and motivation. Compare naturalistic and instructed second language learning environments in order to better understand how instruction can (or cannot) affect L2 learning. Explore research into immersion educational contexts.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify key concepts central to contemporary second language learning from the field of applied linguistics
· Discuss and critique key concepts of current theories of second language learning from a range of disciplinary perspectives and their relevance to second language pedagogy
· Evaluate current research (questions asked, date analysis and methods of inquiry) into second language learning and its application to second language teaching
· Design and undertake a small scale research project into second language learning/acquisition.
Assessment: Total Marks 300: Continuous Assessment 300 marks (In-class presentation of a key concept from the course (50 marks, 1000 words); An Action Research Project (250 marks, 4000 words), to be submitted within one month of completion of the module).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department.).
ED6026 Early Childhood Education: Past, Present, Potential
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Dr Mary Horgan, School of Education; Staff, School of Education.
Module Objective: To critically examine the emergence and development of Early Childhood Education in the Republic of Ireland through historical and contemporary investigation of key issues and concerns.
Module Content: This module traces the emergence and development of pre-school education in the state and voluntary sectors in Ireland. The events leading to the various changes are chronicled and contemporary evaluations included. This establishes a perspective from which current curricula can be examined. The evaluation of current practice is further underpinned by an introduction to curriculum theory and childhood. Contemporary issues relating to Early Childhood Care and Education serve to contextualise and clarify all the above.
Learning Outcomes: On successful completion of this module, students should be able to:
· Have a critical understanding of the historical development of pre-school education in the state and voluntary sectors in Ireland
· Demonstrate the ability to reflect critically on concepts of education, curriculum and other childhood issues
· Demonstrate a willingness to work independently and collaboratively
· Present the methodology and findings of a research project orally.
Assessment: Total Marks 300: Continuous Assessment 300 marks (2 x Research Assignments (one with an empirical component) on any aspect of early years education and/or care - one involving a class presentation (150 marks, 2000 words); the second to be submitted within one month of completion of the module (150 marks, 3000 words)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department.).
Credit Weighting: 30
Teaching Period(s): Teaching Periods 1 and 2 and Teaching/Research Period 3.
No. of Students: Min 6.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 6 x 2hr(s) Seminars (Research); 4 x 1hr(s) Other (Supervisory Tutorials).
Module Co-ordinator: Dr Stephen O'Brien, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To enable students to conduct a piece of informed independent research work on some element of professional educational practice.
Module Content: Students are firstly required to actively participate in research seminars that engage the following thematic areas: Philosophy, Values and Educational Science; Research Questions and Research Design; Understanding Educational Research; Collecting and Analysing Data; and Finalising the Research Proposal. They then independently prepare a research plan/proposal of 2,500 words, according to a required template. Students complete their minor dissertation research and writing (10,000-12,500 words) by implementing their research plan under the guidance and with the support and feedback of their appointed supervisor.
Learning Outcomes: On successful completion of this module, students should be able to:
· Design and conduct a small scale inquiry and locate their inquiry in a broader research context;
· Critically examine 'values' as a key ingredient of education research;
· Design appropriate research questions and create a research plan/design;
· Idenitfy, review and evaluate some key studies related to their chosen field of inquiry;
· Critically interrogate the use of particular research methods as well as deconstruct diverse meanings; critique validity of evidence and interpretation and critically engage objectivity/subjectivity debates and ethical issues;
· Display skills in analysing quantitative and qualitative data;
· Organise data thematically and write up one's 'findings';
· Reflect critically on the complexity of the process of carrying out a research study.
Assessment: Total Marks 600: Continuous Assessment 600 marks (Minor dissertation 10,000-12,500 words).
Compulsory Elements: Attendance and participation in Research Seminars; Preparation of a research proposal of 2,500 words.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No Supplemental Examination.
ED6039 The Inclusion of Pupils with Special Educational Needs - Opportunities and Challenges
Credit Weighting: 15
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Mr Denis Gerard Burns, School of Education (and Mr Dan O'Sullivan, Department of Education).
Lecturer(s): Mr Denis Gerard Burns, School of Education; Mr Dan O'Sullivan, School of Education.
Module Objective: Students will evaluate core constructs together with current research findings in key topics and apply their insights in their professional practice.
Module Content: Among topics to be considered are the following:
The Challenge of Inclusion.
Failure in Literacy and Numeracy.
Learning Disabilities and the Continuum of Provision.
Challenging Behaviour.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify the opportunities and challenges relating to Inclusion of pupils with Special Educational Needs.
· Identify and describe all categories of High Incidence and Low Incidence Special Educational Needs.
· Evaluate patterns of achievement and failure in literacy and numeracy.
· Evaluate critically current approaches to the management of challenging behaviour.
· Apply module principles in classroom work.
· Evaluate the implications of current legislation for schools and classroom practice.
Assessment: Total Marks 300: Continuous Assessment 300 marks (One mid-term assignment 50 marks (1000 words); a further assignment to be completed one month after the completion of the module 250 marks (4000 words)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6041 ICT in Teaching and Learning
Credit Weighting: 15
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (including workshops and computer practical sessions); 24hr(s) Directed Study (and research in the context of professional practice).
Module Co-ordinator: Mr Michael John Delargey, School of Education.
Lecturer(s): Mr Michael John Delargey, School of Education.
Module Objective: To explore aspects of the use of Information and Communications Technology in Teaching and Learning
Module Content: Contemporary Irish School ICT initiatives. Software Evaluation. Planning for ICT use in your classroom. Producing ICT materials for use in classroom teaching and learning. The role of the Internet in teaching and learning. Issues concerning ICT use in teaching and learning
Learning Outcomes: On successful completion of this module, students should be able to:
· Prepare a range of ICT teaching resources for use in their classroom teaching
· Describe the development of ICT in teaching and learning.
· Describe the nature and origin of contemporary Irish school ICT initiatives
· Identify potential uses for ICT in teaching and learning
· Evaluate educational software to determine its appropriate use in school
· Describe the nature of Internet technology use in teaching and learning.
· Critically explore issues concerning ICT use in teaching and learning.
Assessment: Total Marks 300: Continuous Assessment 300 marks (In-course assignment - Report on ICT use in Classroom and Oral Presentation, 1000 words, 50 marks; End of module assignment - Portfolio of ICT Materials and associated support documentation developed by each student, 4000 words, 250 marks, to be submitted within one month of completion of the module).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department.).
ED6046 Contemporary Issues in Education
Credit Weighting: 15
Teaching Period(s): Teaching Period 1.
No. of Students: Min 6, Max 50.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Dr Karl Kitching, School of Education.
Lecturer(s): Prof Kathy Hall, School of Education; Dr Karl Kitching, School of Education.
Module Objective: To enable students to identify and critically analyse key contemporary issues in relation to education policy and practice in Ireland
Module Content: · Evaluating the contemporary Irish classroom
· Investigating recent changes in Irish education policy with respect to literacy and numeracy, ethnic and religious diversity and teacher education and evaluating their impact on practice
· Investigating the relationship between teacher identity and models of school provision
· Unearthing power relations in the classroom and school
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify pivotal feature of the contemporary Irish classroom.
· Evaluate policy documents which govern practice in the Irish classroom.
· Critically analyse the relationship between their actions as teachers, wider cultural assumptions and educational inequalities.
· Articulate their own position and feelings of agency with respect to selected contemporary issues in education.
Assessment: Total Marks 300: Continuous Assessment 300 marks (2,500 word in-class assignment (150 marks), end of module 2,500 research assignment (150 marks) to be submitted within one month of completion of module).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department.).
ED6047 Developments in Teaching and Evaluation of Teachers
Credit Weighting: 15
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study (Directed learning and research in the context of professional practice; associated reading assignments).
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Dr Paul Conway, School of Education.
Module Objective: To enhance students understanding of the main perspectives, policy directions and research traditions on teaching and teacher education with a focus on both the Irish and international contexts.
Module Content: As the quality of teaching and the education of teachers across the professional life-cycle are key concern for schools, students, teacher educators, parents, and policymakers, this course examines contemporary directions in teaching and teacher education nationally and internationally. Among topics to be addressed are the following: learning and its implications for conceptions of 'good' teaching and teacher education, mentoring/coaching across the continuum of teacher education (initial, induction and CPD); teacher appraisal/evaluation/external inspection; and the emergence of professional self-regulation (e.g. Teaching Council in Ireland).
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe and apply dominant theories of teaching in the context of practices in schools/classrooms
· Describe and analyse the dynamics of powerful induction, mentoring/coaching, continuing professional development and teacher evaluation.
· Understand the changing socio-political contexts of the teacher professional self-regulation, teacher evaluation and external inspection
· Evaluate the assumptions underpinning different representations of good/quality/effective teaching in light of their own professional experiences in schools/classrooms.
Assessment: Total Marks 300: Continuous Assessment 300 marks (2 x in-course assignments - inclass test (1000 words; 50 marks) and book review (1000 words; 50 marks). Action research/classroom inquiry or research paper on teaching and/or teacher education to examine policy and practice (3000 words max; 200 marks), to be submitted within one month of completion of module.).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6050 Sport Pedagogy in Physical Education and Youth Sport
Credit Weighting: 15
Teaching Period(s): Teaching Period 2.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.
Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.
Lecturer(s): Dr Fiona Catherine Chambers, School of Education.
Module Objective: Development of sport pedagogy theory and practice in PE and youth sport
Module Content: By taking module you will develop the skills to critically evaluate new developments/theory and integrate this knowledge, where appropriate, into your own personal teaching practice at primary, secondary school level and in a youth sport context.
Throughout the module you will be encouraged to develop yourself as a lifelong learner, understanding the importance of learning and the theory behind the practice of teaching.
This programme has an innovative delivery using both high quality technology in lectures and applied settings with academics and leaders in this field. Through this, you will be encouraged to develop your use of theory in practice, and to reflect upon your own personal teaching philosophy and development in light of new knowledge.
Learning Outcomes: On successful completion of this module, students should be able to:
· Express a critical understanding of pedagogy in physical education and youth sport
· Demonstrate the ability to critically evaluate the role of the professional teacher in physical education and youth sport
· Reflect critically on the design and implementation of high quality physical education learning experiences for diverse learners.
Assessment: Total Marks 300: Continuous Assessment 300 marks (2 x 2500 word Inquiry Portfolio and Reflections (2 x 150 marks)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
ED6090 Science Concepts for the Primary School
Credit Weighting: 15
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 6 x 4hr(s) Lectures; 6 x 2hr(s) Directed Study (in the context of professional practice in the teaching of science in the primary school with particular emphasis on the mastery of key scientific concepts, associated reading assignments.); 6 x 2hr(s) Tutorials; 6 x 2hr(s) Workshops; 6 x 2hr(s) Seminars.
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To develop knowledge and understanding of the basic principles of physics, chemistry and biology as appropriate to the Primary Science curriculum.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: living organisms, the cell, food and diet, digestive system and enzymes, respiration, breathing system, circulatory system, excretory system, skeletal and muscular system, sensory and nervous systems, reproductive system, genetics, states of matter, chemical and physical change, atomic theory and the Periodic Table, atoms and molecules, properties of compounds, changes of state, solutions, separating mixtures, acids and bases, chemical bonding, chemical formulas, chemical equations, environmental chemistry, measurement and units, area, volume , density, speed, velocity, acceleration, force and work, moments, centre of gravity, pressure, energy, heat, light, sound, magnetism, static electricity, current electricity.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the development of topics in the area of physics, chemistry and biology.
· Synthesise concepts in physics, chemistry and biology and apply these concepts to the teaching of science in the primary classroom.
· Devise suitable investigations related to topics on the Primary Science curriculum.
· Design appropriate technology tasks relevant to the concepts covered in the Primary Science curriculum.
· Demonstrate competent management of hands-on practical science classes in the existing conditions of Irish primary classrooms.
· Discuss the common misconceptions held by children in this area and select appropriate intervention strategies to enable children progress towards a more scientific viewpoint.
· Demonstrate a wide variety of teaching techniques to encourage creativity and higher order thinking skills in students.
· Integrate this aspect of the Primary Curriculum with the other curriculum areas.
· Contribute effectively to the science "Plean Scoile" for their schools and plan the professional development of their staff in this area.
Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 8,000-10,000 word Project).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (a revised version of the project must be resubmitted by 1 November, taking into account the comments of the examiners).
ED6091 Minor Dissertation on Primary Science Teaching
Credit Weighting: 30
Teaching Period(s): Teaching Periods 1 and 2 and Teaching/Research Period 3.
No. of Students: Min 6, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 6 x 2hr(s) Seminars; 6 x 2hr(s) Tutorials; 6 x 2hr(s) Workshops; 6 x 2hr(s) Directed Study (in the context of science education in a specialised area of study relevant to the primary science curriculum.).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To enable students carry out a research project independently.
Module Content: Students are required to undertake a dissertation on a topic of their choice for the purposes of personal, professional and school development.
Learning Outcomes: On successful completion of this module, students should be able to:
· Design and conduct a small scale inquiry taking account of the need to support claims with evidence and to locate their inquiry in a broader research; context
· Identify, review and evaluate some key studies pertaining to their chosen field of inquiry;
· Construct and/or use relevant instruments for collecting evidence and apply suitable means of analysing evidence;
· Describe and justify decisions taken in the conduct of their inquiry with reference to research methodology literature, practice, and ethical principles.
· Present and analyse ideas and evidence clearly and coherently.
Assessment: Total Marks 600: Continuous Assessment 600 marks (Dissertation 12,000-15,000 words).
Compulsory Elements: Dissertation.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Students who fail or fail to submit the minor dissertation must revise and resubmit as prescribed by the School of Education.).
ED6101 Teaching Life and Living Processes (Part I)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching Life and Living processes to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: the scientific method, living vs. non living things, characteristics of living things, cell biology (plant, animal and bacterial), DNA, genes and the human genome.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop the subject content to be included in the "Characteristics of Living Things and Life Processes" element of the 1999 primary curriculum appropriate to their own school and class group.
· Demonstrate an array of teaching tools which allow for differentiation and progression in the science curriculum.
· Plan educational work in the outdoors.
· Integrate this strand of the science curriculum with the other strands.
· Appreciate the impact of human behaviour on the environment and other curriculum areas.
· Demonstrate a variety of formative assessment techniques to establish any misconceptions held by children and select suitable teaching strategies to scaffold their conceptual development.
· Encourage children to work "like scientists" i.e. generating questions to investigate, observe, classify, control variables, carry out repeat readings and reach consensus.
· Contribute effectively to the science "Plean Scoile" for their own schools and assist colleagues with planning for science lessons.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners).
ED6102 Teaching Materials (Part I)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching the science of materials and the changing processes of materials to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: states of matter and physical change, atomic theory and the Periodic Table, atoms and molecules, properties of compounds (ionic vs. covalent), changes of state (melting, freezing, boiling, condensation and evaporation).
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the development of the particle theory and use this theory to explain the typical properties of the three states of matter.
· Synthesise an array of models and explore the effects of heating and cooling on a range of solids, liquids and gasses.
· Devise investigations of the properties and composition of various materials appropriate to the various levels of primary schools with particular emphasis on the use of planning boards to carry out fair tests of a selection of materials.
· Design appropriate technology tasks based on the properties of materials.
· Demonstrate competent management of hands-on practical science classes in the existing conditions of Irish primary classrooms.
· Discuss the common misconceptions held by children in this area and select appropriate intervention strategies to enable children progress towards a more scientific viewpoint.
· Demonstrate a wide variety of teaching techniques to encourage creativity and higher order thinking skills in students.
· Integrate this aspect of the Primary Curriculum with the other curriculum areas.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners.).
ED6103 Teaching Energy and Forces (Part I)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching the concepts of energy and forces to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: measurement and units, basic properties of forces, pairs of forces, forces out of balance, forces and machines, floating and sinking, forces and energy.
Learning Outcomes: On successful completion of this module, students should be able to:
· Plan and carry out demonstrations of the various forms of energy with particular emphasis on Light, Sound and Heat.
· Devise strategies to assist children to reconstruct their concepts of how we see and hear.
· Differentiate between producers and reflectors of light and investigate reflection, refraction, magnification and demonstrate effectively the mixing of coloured light using filters.
· Model how sound is produced and investigate pitch and volume.
· Recognise a range of sources of heat and investigate the transfer of heat energy.
· Integrate this module with Modules 1, 2 and 4 and link with the "Environmental Awareness" strand in the 1999 DES curriculum.
· Contribute effectively to the development of the Science "Plean Scoile" and model good science lessons for colleagues.
· Demonstrate compliance with health and safety issues in conducting science classes both inside and outside the classroom.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners.).
ED6104 Teaching Life and Living Processes (Part II)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching Life and Living processes to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: humans and other animals, basic human anatomy, nutrition (teeth and dental care), nutrition (digestion), nutrition (food and diet), skeleton (joints, muscles and movement), breathing and respiration, the heart and circulation of blood, growth and reproduction.
Learning Outcomes: On successful completion of this module, students should be able to:
· Develop children's ability to classify humans as animals.
· Model for children how to locate the major iternal organs fo the human body by reference to the external organs (body landmarks).
· Investigate the digestive, circulatory, respiratory and reproductive systems suitable for all levels of primary school.
· Demonstrate an array of teaching strategies to allow for differentiation and progression in the science curriculum.
· Develop a set of lesson plans for this area for each class level of primary school.
· Appraise and select suitable teaching resources and materials.
· Store and manage equipment and resources in a safe and effective manner.
· Plan the professional development of staff in this area.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners.).
ED6105 Teaching Materials (Part II)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching the science of materials and the changing processes of materials to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: air and oxygen, carbon dioxide, acids and bases, concept of pH, the pH scale, measuring pH, the chemistry of water, water is life, properties of water, conductivity, hardness of water, pH measurements, pH indicators, titration, the nature of chemical change (burning, rusting, cooking and food).
Learning Outcomes: On successful completion of this module, students should be able to:
· Differentiate between physical and chemical change and classify materials according to whether or not they have been changed physically or chemically.
· Model combustion as an example of chemical change.
· Investigate physical mixtures of materials and ways of separating these mixtures through sieving, evaporation, filtration and magnetic mechanisms.
· Distinguish between melting and dissolving and investigate the variables that affect the rate of dissolving.
· Differentiate between boiling and evaporation.
· Investigate the process of rusting and the variables involved.
· Devise strategies to assist children to reconstruct their conceptions of matter.
· Develop a variety of games to enable children to use the appropriate scientific vocablury.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners.).
ED6106 Teaching Energy and Forces (Part II)
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 or 2.
No. of Students: Min 12, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1hr(s) Lectures; 20 x 1hr(s) Directed Study (fieldwork, practical activities, project work and research in the context of professional practice in the teaching of science in the primary school, associated reading assignments).
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education; Mr Noel Brett, School of Education; Mr Sean Finn, School of Education; Ms Nunci O'Mahony, School of Education.
Module Objective: To develop knowledge and understanding of teaching the concepts of energy and forces to children in primary school.
Module Content: To develop knowledge and understanding of teaching the concepts of the following curricular elements: Gravity and Magnetism, gravity, mass and weight, magnets and magnetic materials, the poles of magnets and their behaviour, the Earth's magnetism and navigation, electromagnetism, electricity, simple circuits, conductors and insulators, electric current, batteries and electric current, voltage and resistance.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate a range of models and analogies to show that forces including gravity and friction can change the direction, speed or shape of objects.
· Differentiate between mass and weight.
· Explore balanced and unbalanced forces.
· Discuss the language of magnetism and electricity and model a variety of electric circuits.
· Generate discussion amongst children camparing models or analogies to actual circuits constructed by children.
· Investigate relative strengths of magnets in a number of ways.
· Design lesson plans to teach static and current electricity.
· Design and make the following items: set of traffic lights, windmill, water wheel or wind turbine to turn a fly wheel, a lifting device that uses levers and gears.
· Participate confidently in school planning to buy, store and share the equipment necessary to teach this strand unit.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Students will complete a 5,000 word project (maximum)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (A revised version of the project must be resubmitted by 1st November, taking into account the comments of the examiners.).
ED6201 Special Educational Needs - Pupils, Principles and Practice
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1.5hr(s) Lectures (In addition, students undertake supervised teaching practice; post-primary teachers and other educational services timetabled for 12 hours weekly; and primary teachers full timetable).
Module Co-ordinator: Mr Denis Gerard Burns, School of Education (and Mr Dan O'Sullivan).
Lecturer(s): Staff, School of Education.
Module Objective: Students will discuss, evaluate and apply central guidelines and core curriculum issues; apply all course materials in supervised school practicum.
Module Content: Development of Special Education and Learning Support; Core legislative issues, policies, values and provision; curriculum guidelines for pupils with SEN; Learning Support Guidelines, primary and post-primary; School Organisation Provision and Practice.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate thorough understanding of all relevant guidelines relating to Learning Support Teaching and the teaching of Pupils with Special Educational Needs
· Apply such principles and processes in classroom practice.
· Demonstrate supervised competence in Learning Support Teaching and the Teaching of pupils with Special Educational Needs.
Assessment: Total Marks 200: Continuous Assessment 200 marks (End of Module School Study; 3000-5000 words; together with supervised teaching practice).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored). Continuous Assessment. Successful completion of supervised Teaching Practice.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% In addition students must achieve a pass judgement in the Supervised Teaching Practice. For students who do not satisfy this requirement, a Fail Judgement will be returned for the module.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
ED6202 Assessment of Pupil Needs, Diagnostic and Attainment
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1.5hr(s) Lectures (In addition, students will undertake school/classroom tasks and undertake considerable independent learning time.); 4 x 1.5hr(s) Workshops.
Module Co-ordinator: Mr Denis Gerard Burns, School of Education (and Mr Dan O'Sullivan).
Lecturer(s): Staff, School of Education.
Module Objective: Students will evaluate and use appropriate tests in pupil diagnosis and attainment, interpret and apply tests results in appropriate teaching strategies.
Module Content: Key concepts in psychology, curriculum development, test construction administration and interpretation with particular emphasis on differentiation in the planning, application and evaluation of appropriate curriculum for pupils with SEN.
Learning Outcomes: On successful completion of this module, students should be able to:
· Evaluate appropriate test materials for pupil diagnosis and attainment
· Apply and administer such tests in classroom practice
· Interpret such test results
· Implement appropriate intervention.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3000-5000 words Educational Profile (EP) on two pupils).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored). Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
ED6203 Curriculum Provision and Teaching Strategies for Special Educational Needs Pupils
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1.5hr(s) Lectures (In addition, students will devote school time to implement and evaluate an appropriate pupil profile.); 4 x 1.5hr(s) Workshops.
Module Co-ordinator: Mr Denis Gerard Burns, School of Education (Mr Dan O'Sullivan).
Lecturer(s): Staff, School of Education.
Module Objective: Students will administer a range of assessment procedures with an individual pupil, interpret test results and implement an appropriate teaching strategy in a phased development of supervised classroom lessons which are recorded as a Pupil Profile
Module Content: Task analysis and procedural teaching; measurement - core concepts and test selection, administration and interpretation; Teaching, learning and motivation for pupils with SEN; Record keeping, effective planning, teaching and evaluating for pupils with SEN.
Learning Outcomes: On successful completion of this module, students should be able to:
· Select pupils with Learning Support needs and Special educational Needs and construct and implement a series of specific classroom interventions over a designated period with these pupils
· Present detailed case studies test profiles, interventions and measured outcomes
· Compile a cumulative folder with critical analyses of selected components.
Assessment: Total Marks 200: Continuous Assessment 200 marks (End of Module Pupil Profile - 3000 - 5000 words).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored). Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
ED6204 Challenging Behaviour and Pupil Management
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1.5hr(s) Lectures (In addition, students will devote independent learning time and undertake school based tasks.); 4 x 1.5hr(s) Workshops.
Module Co-ordinator: Mr Dan O'Sullivan, School of Education (and Mr Denis Burns).
Lecturer(s): Staff, School of Education.
Module Objective: Students will integrate their understanding of pupil motivation and adaptive/maladaptive classroom behaviour and apply principles of best practice in the management of challenging behaviour.
Module Content: Motivation theory, contingency contracting, the EBD pupil, school strategies of promoting better behaviour, integration of therapeutic and educational approaches for collective and differentiated pupil management.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate familiarity, through reading of core resources, workshop discussion, written presentation and classroom practice, with all aspects of challenging behaviour
· Present a detailed programme of classroom interventions in the management of one such challenging behaviour
· Integrate and organise all school resources in the management of pupil challenging behaviour.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3000-5000 words study of an area of critical concern).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored). Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
ED6205 Categories of Low Incidence and High Incidence Special Educational Needs
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1.5hr(s) Lectures (In addition, students will undertake independent learning and designated school tasks.); 4 x 1.5hr(s) Workshops.
Module Co-ordinator: Mr Dan O'Sullivan, School of Education (and Mr Denis Burns).
Lecturer(s): Staff, School of Education.
Module Objective: Students will apply core information relating to the teaching, organisation, understanding and inclusion of pupils with High and Low Incidence Categories of Special Educational needs in their classroom practice/case load.
Module Content: Autism/Autistic Spectrum Disorders, Speech and Language Disorder, Emotional Disturbance, Severe Emotional Disturbance, Hearing Impairment, Visual Impairment, Physical Disability, Borderline Mild Learning Disability, Mild Learning Disability, Moderate Learning Disability, Severe and Profound Learning Disability, Multiple Disabilities and other areas pertinent to the responsibilities of Learning Support/Resource Teachers.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate professional understanding of all categories of Low Incidence and High Incidence SEN.
· Implement this understanding in supervised school practica.
· Co-ordinate school teaching resources in the management of pupils with Low Incidence and High Incidence SEN.
Assessment: Total Marks 200: Continuous Assessment 200 marks (End of Module Essay - 3,000 - 5,000 words).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored. Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
ED6206 Current Issues in Special Education
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 20 x 1.5hr(s) Lectures (In addition, independent learning time and school research.); 4 x 1.5hr(s) Workshops.
Module Co-ordinator: Mr Dan O'Sullivan, School of Education ( and Mr Denis Burns).
Lecturer(s): Staff, School of Education.
Module Objective: Students will familiarise themselves with current and developing issues in Special Education and apply this knowledge in an inclusive school and classroom practice.
Module Content: Curriculum issues, Parental Involvement, Inclusion, Developmental School Issues.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate knowledge of current SEN principles and processes together with issues in SEN policy and practice
· Apply these principles and processes in supervised classroom practica
· Record school and classroom policies to contribute to debates on current issues in SEN.
Assessment: Total Marks 200: Continuous Assessment 200 marks (Placement Report 1,500 - 2,500 words (100 marks); School Study Review 1,500 - 2,500 words (100 marks).).
Compulsory Elements: Attendance at lectures/workshops (attendance is monitored). Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (within two years of first registering on the course).
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 5, Max 20.
Pre-requisite(s): NONE
Co-requisite(s): NONE
Teaching Methods: 6 x 2hr(s) Lectures; 4 x 9hr(s) Fieldwork.
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Dr Tracey Connolly, School of Education; Dr Paul Conway, School of Education.
Module Objective: The portfolio project is designed to function as a culminating activity in the MA in Guidance and Counselling providing students with a context for evaluating and synthesising a wide range of literature and experiences in light of their emerging professional identity as a guidance counsellor.
Module Content: Building on ED6211, the module is organised around two broad and interrelated themes: (i) special needs and (ii) educational disadvantage. Writing and research workshops will foster students' capacity to reflect, discuss and research in the context of the portfolio project. Students will design a small research case study focussing on an educationally disadvantaged student and a special needs student.
Learning Outcomes: On successful completion of this module, students should be able to:
· reflect on their autobiography and how it influences their development and practice as a guidance counsellor;
· engage in inquiry on four core concepts, that is, two in each education module: their biography and its relationship to their work as a G&C professional, educational disadvantage, self and identity, and special needs;
· critically evaluate the theoretical literature on special needs vis-a-vis their professional biography and practices.
Assessment: Total Marks 200: Continuous Assessment 200 marks ( 1 x Portfolio 6000-8000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
ED6213 Educational Disadvantage and Multiculturalism: Learning and Identity
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 6, Max 20.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures (Seminar; small group work; Online; Presentations).
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Prof Kathy Hall, School of Education; Dr Maura Cunneen, School of Education; Dr Tracey Connolly, School of Education.
Module Objective: The module is designed to introduce guidance counsellors to the theory, policy and practice in relation to inter-culturalism and educational disadvantage.
Module Content: The module addresses the following themes: socio-economic disadvantage, curriculum, culture & organisation of schools and early school leavers; interventions around educational policy and practice; culture and identity issues; critical pedagogy; reflective and transformative learning cultures.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe core concepts, discourses and theories relevant to the study of educational disadvantage and intervention
· Critique and analyze educational disadvantage and intervention strategies in Ireland
· Evaluate the theoretical stances underlying policy and practices in professional settings.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 100 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
ED6214 Inclusion and Learning for Students with Special Educational Needs: Identity & Disability
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 5, Max 20.
Pre-requisite(s): NONE
Co-requisite(s): NONE
Teaching Methods: 12 x 2hr(s) Lectures (Seminar; Small group work; Online; Presentations).
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Dr Paul Conway, School of Education.
Module Objective: The module is designed to introduce guidance counsellors to the theory, policy and practice of inclusion in relation to special education needs.
Module Content: The module focuses on special education needs.
In the section on special needs, the module addresses the following topics: self/identity, special needs categories/continuum; labelling; language and special needs; self and SEN in schools.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe core concepts, discourses and theories relevant to the study of special education needs;
· Critique and analyze approaches to enhancing the academic and social development of students with special education needs;
· Evaluate the theoretical stances underlying SEN practices in schools.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 100 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% In addition, 80% attendance is required.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
ED6301 Philosophy and History of Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures (associated reading and research).
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Dr Fiachra Long, School of Education; Dr Tracey Connolly, School of Education.
Module Objective: In Part A, to explore issues of child-centredness as they present today against the background of Greek thought; in part B, to help students to understand how Irish primary and post-primary education developed in the historical context since 1800.
Module Content: In Part A, to explore issues of freedom, consumerism and constructivism against the background of Greek classical purposes of education and to review the reception of these ideas for today's classroom. In Part B, the course examines the structure of the Irish education system (primary and post-primary education) and its development since the nineteenth century to the present time. It examines the current curriculum and examination system and its evolution since the nineteenth century.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise and explain at least two divergent views on the purpose of education
· Present written evidence of a more in depth view of education according to one thinker treated in the module
· Show evidence of critical reflection on the process and purpose of teaching and learning
· Identify the major influences that shaped Irish education in the period 1800-2000
· Explain in detail how contemporary structures evolved from earlier systems
· Analyse critically the influences at work in Irish education.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word essays each worth 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6302 Psychology and Sociology of Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures (associated reading and research).
Module Co-ordinator: Dr Karl Kitching, School of Education.
Lecturer(s): Dr Karl Kitching, School of Education; Dr Paul Conway, School of Education.
Module Objective: To introduce students to the study and application of core constructs from the Psychology and Sociology of Education.
Module Content: Topics from the following areas: Adolescent Development to include Psycho-Social Emotional and Cognitive Development; Sociology of Educability to include Participation and Achievement, Equality of Educational Opportunity, Gender and Social Class.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate familiarity with key psychological and sociological constructs relating to pupil development and achievement;
· Evaluate critical debate around these constructs;
· Apply this analysis and evaluation to inform and develop their school practice.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word essays each worth 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6303 Curriculum Assessment and Technology
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 1hr(s) Lectures (associated reading and research for Curriculum and Assessment); 12 x 1hr(s) Lectures (including Practicals for ICT [Technology]).
Module Co-ordinator: Mr Michael John Delargey, School of Education.
Lecturer(s): Mr Michael John Delargey, School of Education; Dr Stephen O'Brien, School of Education.
Module Objective: This module will deconstruct notions of curriculum and assessment and study the role of technology in education.
Module Content: The Curriculum and Assessment module engages in the critical analysis of such areas as: Curriculum Theory and Policy Changes in Practice; Assessment Theory and Policy Changes in Practice; Ideology of the Curriculum; and Pedagogical Insights into the Curriculum. Technology lectures consider teachers' uses of ICT; ICT policy; the Internet in teaching and learning; issues concerning ICT use in schools and Technology Planning. Computer Laboratory sessions develop students' practical ICT skills to prepare teaching and learning resources.
Learning Outcomes: On successful completion of this module, students should be able to:
· Display a systematic knowledge and understanding of diverse curricular and assessment constructs and critically explore their learning implications for school and classroom practices.
· Demonstrate a critical awareness of current problems and new insights informed by curricular and assessment research studies and engage these in new cultural practices that promote pupil involvement and achievement.
· Demonstrate a range of methodological protocols and practices, derived from curricular and assessment areas of inquiry in support of pupil development and achievement.
· Select from complex and advanced skills across curricular and assessment areas of inquiry and develop emerging skills to a high level.
· Act in diverse situated contexts in a manner that reflects an informed curricular and assessment stance, particularly with respect to wide and unpredictable professional contexts.
· Informed by curricular and assessment insights, take significant responsibility for working with other professionals and for oneself in the pursuit of individual and collective pupil involvement.
· Demonstrate the ability to self-evaluate, critically reflect and take responsibility for their continuing academic and professional development with specific reference to curricular and assessment contexts
· Scrutinise normalised relations in society and school with respect to curricular and assessment assumptions and values and develop an informed personal/professional challenge to these with a view to communicating clearly and unambiguously to specialised and non-specialised audiences alike.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2000 word essay (50 marks) and 1 x 2000 word IT project ( 50 marks)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6304 Teaching Studies: Theories and Practices of Teaching and Learning
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures (associated reading and research).
Module Co-ordinator: Dr Brian Murphy, School of Education.
Lecturer(s): Dr Paul Conway, School of Education; Dr Brian Murphy, School of Education.
Module Objective: To enable the student teachers to understand the symbiotic relationship between teaching, learning and assessment theory and practice.
Module Content: This course focuses on enhancing student teachers' capacity to understand and plan for active learning in classrooms. The course is taught in two 12 hour-sessions. One section will address class management; developing a community of learners (e.g. group work; cognitive strategy instruction), approaches to learning (cognitive and socio-cultural theories); and literacy across the curriculum. The other section will address effective teaching and learning including active learning, constructivism, multiple intelligences, teaching and learning styles, classroom planning, interaction, differentiation and assessment.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe some core theories relating to effective teaching and learning in classrooms
· Recognise the value and the need for a variety of active and interactive approaches to foster learning in classrooms
· Implement an overall active learning/constructivist approach to teaching and learning across the preparation, implementation, assessment and appraisal of classroom lessons in their respective teaching subjects
· Understand approaches to classroom management, community of learners and literacy across the curriculum congruent with the promotion of a positive learning climate in classrooms
· Understand the application of principles and strategies related to classroom management, fostering a community of learners and literacy across the curriculum
· Evaluate the ethical and professional aspects of classroom practices vis-a-vis classroom management, development of a community of learners and literacy across the curriculum.
Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2000 word essays each worth 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6305 Reflective and Professional Practice
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): ED6307
Teaching Methods: 6 x 1hr(s) Lectures (associated reading and research); 6 x 1hr(s) Workshops (microteaching); 18 x 1hr(s) Tutorials.
Module Co-ordinator: Ms Jacinta C McKeon, School of Education.
Lecturer(s): Prof Kathy Hall, School of Education; Ms Jacinta C McKeon, School of Education.
Module Objective: To develop the capacity in students to become aware of, and to comment on, their own practices of teaching and learning in the context of 100 hours of overall school experience.
Module Content: Introduction to modes and approaches to reflective thinking; developing an awareness of a range of conceptual frames of reference and analysis that would facilitate reflection and commentary on professional practice. Exploration of exemplars of reflective practice in a variety of styles and using a range of perspectives. Assistance with teaching strategies in the classroom.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe and explain own stance on teaching and learning as a beginning teacher within the context of current literature on professional practice;
· Describe and present three portfolio entries that demonstrate the evolution of professional practice as a teacher through the course of the PDE year;
· Evaluate own practice through the application of appropriate evidence from classroom based work, micro-teaching work, supervision, and tutorial work;
· Apply theory to critically analyse professional experience;
· Evaluate the impact of pedagogical interventions and practice within national curriculum and standard frameworks;
· Use a self-reflective approach to analyzing and evaluating professional growth and development during course of constructing a portfolio;
· Participate in group discussions on classroom management and pedagogical practice;
· Discuss and evaluate teaching resources presented by their peers.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Portfolio of reflective work 5000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6306 Inclusive and Multicultural Education
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Stephen O'Brien, School of Education.
Lecturer(s): Mr Denis Gerard Burns, School of Education; Mr Dan O'Sullivan, School of Education; Dr Stephen O'Brien, School of Education; Dr Fiachra Long, School of Education.
Module Objective: In Part A, to present students with an introduction to the basic concept of multicultural education and culturally responsive pedagogy; in Part B, to introduce students to special needs education.
Module Content: In Part A, Egan's grand narratives; Jucquois on ethnocentrism; cultural development and change; Various case studies; Patterns of Violence; approaches to multiculturalism with examples of culturally responsive pedagogy; case studies. In Part B, students will be introduced to the area of special needs at second level.
Learning Outcomes: On successful completion of this module, students should be able to:
· Display a systematic knowledge and understanding of ethnocentric trends in cultural settings and recognise the emerging policy and legislative framework that governs the inclusion of pupils with special educational needs.
· Demonstrate a critical awareness of emerging policy in relation to special educational needs in an Irish context. Discuss and analyse factors that mediate cultural change in school settings.
· Demonstrate a range of standard and specialised research in identifying the range of services sand provisions available for students with special educational needs.
· Demonstrate the ability to assess critically different approaches to `multicultural education' and identify key lessons for a `new' Ireland.
· Select from a range of procedures in both long-term and short-term planning for students identified with special educational needs. Select some central tenets of a critical culturally relevant pedagogy and develop effective and sustainable classroom responses.
· Act in a wide variety of ways appropriate to the teaching of children with special educational needs and demonstrate an awareness of the complexity of children learning in multicultural settings.
· Take significant responsibility for the learning of children with special needs and demonstrate the ability to teach in inclusive ways.
· Demonstrate the ability to self-evaluate and demonstrate this in their attempts to embrace inclusive practices in teaching
· Communicate conclusions clearly and unambiguously about inclusion and special needs through tutorial and assessment exercises.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2000 word project for Part A 50 marks; and 1 x 2000 word project for Part B 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 20
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Max 220.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 200hr(s) Placements (Including 100 hours teaching practice).
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To enable student teachers learn about teaching and the wider context of becoming a teacher in a post-primary school setting.
Module Content: In the context of the overall Postgraduate Diploma in Education, this school based module serves an integrative function during which student teachers have an opportunity to observe teaching, plan lessons and schemes of work, teach lessons and reflect on their classroom and school experience over the academic year. The module will involve 100hrs teaching practice over the duration of the school year, under supervision, as prescribed by the School of Education, plus an additional 100hrs of overall school experience.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate a secure knowledge of the concepts and skills in their specialist subject/s to enable them to teach confidently and accurately
· Plan their teaching to achieve progression in pupils' learning through identifying clear objectives and content, appropriate to the subject matter and pupils being taught and specifying how these will be taught and assessed
· Select and use teaching approaches that maximise the participation of all pupils in their learning
· Demonstrate use of teaching approaches which embody the principles of contemporary pedagogies which result in effective teaching, learning, and assessment
· Select and use appropriate resources including ICT in order to engage and motivate pupils
· Demonstrate effective management of pupils to ensure effective teaching of whole classes, and of groups and individuals so teaching objectives are met and best use is made of available teaching time
· Demonstrate the ability to establish and maintain a purposeful, positive, safe and inclusive working atmosphere and positive and productive relationships
· Demonstrate professional conduct in working with pupils, parents and other professionals.
Assessment: Total Marks 400: Continuous Assessment 400 marks (Maintenance of Teaching Practice File of adequate standard. Student's teaching practice will be assessed by Supervisor over 5 school visits).
Compulsory Elements: Continuous Assessment. Satisfactory compliance with the Teaching Council's Code of Professional Conduct as determined by the Head of School of Education, Head of Programme, University Tutor and School Principal or Deputy Principal.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40% and a pass judgement in respect of the Teaching Council's Code of Professional Conduct.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: No Supplemental Examination. Module must be repeated in the following academic year.
ED6308 The Teaching of Business Studies
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): Students must have studied Accounting to Leaving Cert level or its equivalent. As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Mr John O'Sullivan, School of Education.
Lecturer(s): Ms Deirdre O'Sullivan, School of Education; Mr John O'Sullivan, School of Education.
Module Objective: To introduce students to professional education in the teaching of business subjects with emphasis on good teaching practice.
Module Content: As business methodology consists of different but related subjects, students in each area are introduced to syllabus and examination requirements for Junior Certificate, Leaving Certificate, Transition Year and Post Leaving Cert courses; preparation of lesson plans/ schemes of work; behaviour and discipline matters; general classroom & subject management; pupil assessment; rationale for and evaluation of teaching styles; development of good teaching practice
Learning Outcomes: On successful completion of this module, students should be able to:
· Construct a logical yearly scheme of work for each of the business subjects.
· Design and deliver lesson plans which meet the learning outcomes as required by the syllabus for each subject.
· Select and use appropriately ICT in delivering lessons.
· Select the appropriate methodologies in teaching adult learners in a Post Leaving Certificate teaching environment.
· Understand and apply the marking schemes as used by the Department of Education and Skills.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6309 The Teaching of Civic, Social and Political Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: .
Pre-requisite(s): As a primary methodology, the study of Sociology or Politics must be a final degree subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Mr Gearoid O'Brien, School of Education.
Lecturer(s): Mr Gearoid O'Brien, School of Education.
Module Objective: To introduce students to professional education in the teaching of Civic, Social and Political Education with emphasis on active approaches to learning
Module Content: To introduce students to the syllabus of CSPE now operating at second level and to the methodologies and assessment procedures appropriate to the subject
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the key principles and concepts underlying the subject, CSPE, as it relates to secondary education in Ireland;
· Describe the CSPE syllabus and its assessment guidelines;
· Plan lessons and a course of study incorporating appropriate pedagogic strategies for the promotion of learning in CSPE, paying due attention to issues of diversity, differentiation, and the use of ICT;
· Identify and critique relevant issues to citizenship education on a local, national and global basis;
· Interpret and critically reflect on pedagogic strategies for the promotion of active citizenship.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6312 The Teaching of English
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Marjorie Kinsella, School of Education.
Lecturer(s): Dr Marjorie Kinsella, School of Education.
Module Objective: To introduce the theory and practice related to the teaching of English in Irish Second level schools
Module Content: Students will be appraised of different models of the subject English with their underlying values and assumptions. Strategies for the teaching of literacy and literature at all levels of the second level system in Ireland will be fully explored. Approaches to assessment and examinations appropriate to English will be surveyed. A critical and reflective attitude to the teaching of the subject will be encouraged.
Learning Outcomes: On successful completion of this module, students should be able to:
· Building on Degree-level knowledge of English, display a systematic knowledge and understanding of English literacy in society at large and demonstrate awareness of the values and beliefs underpinning the teaching of the subject English.
· Building on Degree-level knowledge of English, demonstrate a critical awareness of current problems and new insights informed by curriculum development in the area of English.
· Demonstrate a range of standard and specialised methods for teaching the English syllabi prescribed by the Department of Education and Skills for secondary schools: Junior Certificate English, Leaving Certificate English, Leaving Certificate Applied and Transition Year.
· Select from a complex set of resources to plan a curriculum and create a learning environment for a particular class group where the goals of the English syllabus can be realised.
· Act in a wide variety of ways appropriate to the teaching of English in a secondary school. Collaborate with colleagues in Departmental subject planning and participate in activities initiated by the subject association or other bodies.
· Take significant responsibility for the English literacy of pupils and become a role model for them.
· Demonstrate the ability to self-evaluate, reflect and take responsibility for their continuing academic and professional development as teachers of English.
· Communicate conclusions and the knowledge and rationale underpinning these clearly and unambiguously at tutorials and in assessment exercises such as portfolio sessions or Project work.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6313 Second Language Education 1 (French or German or Irish or Italian or Spanish)
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): Students must have studied and passed the appropriate target language (TL) to degree level with the TL as the main subject in the final year of their degree i.e. it should have amounted to at least 30% of their course in terms of contact hours.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Ms Jacinta C McKeon, School of Education.
Lecturer(s): Mt T.J. O Ceallaigh, School of Education; Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Mr Olan Geaney, School of Education.
Module Objective: To develop an understanding of communicative language teaching and the principles of second language pedagogy and the ability to apply such understandings to classroom practice
Module Content: Principles of communicative language teaching, teaching through the TL and the role of the mother tongue, developing competence in classroom discourse in the TL and planning for TL use; theories of second language acquisition and their relevance to practice; communicative focus on form and pronunciation; skills development including a focus on strategy training; assessment; intercultural awareness, evaluation of national syllabi and examinations; use of authentic, literary and journalistic texts; use of ICT; an evaluation of second language textbooks and resources.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify key concepts and skills central to contemporary pedagogy in second language teaching and learning (knowledge).
· Discuss the key concepts and skills central to contemporary second language pedagogy in the light of their own teaching experience (comprehension).
· Apply theoretical concepts and skills of contemporary pedagogy in a real second language classroom context, through the design and enactment of appropriate lessons (application).
· Critique theoretical concepts and their classroom practice as second language teachers in the light of the pupils' learning needs and ongoing progress (analysis).
· Integrate theory and practice in the development of communicative competence in the target language among learners (synthesis).
· Evaluate the quality of classroom practice in relation to pupil learning in the light of contemporary second language pedagogy (evaluation).
· Value the need to be reflective about their developing pedagogical practices.
· Appreciate the need to continue to develop their understandings and practice of second language pedagogy.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6314 Second Language Education 2 (French or German or Irish or Italian or Spanish)
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): Students must have studied and passed the appropriate target language (TL) to degree level with the TL as the main subject in the final year of their degree i.e. it should have amounted to at least 30% of their course in terms of contact hours.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Ms Jacinta C McKeon, School of Education.
Lecturer(s): Mt T.J. O Ceallaigh, School of Education; Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Mr Olan Geaney, School of Education.
Module Objective: To develop an understanding of key aspects of a theoretical framework for second language teaching and an understanding of the relevance of theory to practice and vice versa
Module Content: Reflection on experiences of learning a second/third language; apply the key concepts of input, negotiation of meaning and output to materials' development; explore research into teaching through the target language; training in a small scale action research project; experiential learning component - students learn a new language for three hours during which the TL is the sole medium of communication and they then reflect on this experience; apply a number of aspects of second language pedagogy to the language they teach
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify key concepts and skills central to contemporary pedagogy in second language including teaching through the target language (knowledge).
· Discuss the key concepts and skills central to contemporary second language pedagogy, including teaching through the target language, in the light of their own teaching experience (comprehension).
· Apply theoretical concepts and skills of contemporary pedagogy, including teaching through the target language in a real second language classroom context, through the design and enactment of appropriate lessons (applications).
· Critique theoretical concepts and their classroom practice as second language teachers, including teaching through the target, in the light of the pupils' learning needs and ongoing progress (analysis).
· Integrate theory and practice in the development of communicative competence in the target language among learners (synthesis).
· Evaluate the quality of classroom practice in relation to student learning in the light of contemporary second language pedagogy (evaluation).
· Design and undertake a small research project into teaching through the target language.
· Value the need to be reflective about their developing pedagogical practices.
· Appreciate the need to continue to develop their understanding and practice of second language pedagogy.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6315 The Teaching of Geography
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Mr John Mulcahy, School of Education.
Lecturer(s): Mr John Mulcahy, School of Education.
Module Objective: To introduce students to professional education in the teaching of Geography
Module Content: To introduce students to the syllabus of Geography operating at second level and to the methodologies and assessment procedures appropriate to the subject
Learning Outcomes: On successful completion of this module, students should be able to:
· Building on Degree-level knowledge of Geography or equivalent, display a systematic knowledge and understanding in the field of Geography Education.
· Demonstrate a critical awareness of current issues raised in the Geography syllabi and new insights informed by development in the areas of Geography.
· Demonstrate a range of standard and specialised pedagogic strategies and skills for teaching Geography in the classroom and in the field.
· Select from, develop and apply appropriate resources in the teaching of Geography including ICT.
· Act in a wide variety of ways appropriate to the teaching of Geography. Engage in collaborative subject planning and promote Geography at school level.
· Take responsibility for the development of classes and individual students as Geographical learners. Develop appropriate assessment modes providing feedback to students and a basis for reporting to parents.
· Demonstrate the ability to self-evaluate, reflect and take responsibility for their continuing academic and professional development as Geography teachers.
· Communicate conclusions and the knowledge and rationale underpinning these clearly and unambiguously through tutorial discussion, portfolio entries and subject pedagogy projects.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6316 The Teaching of History
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Mr Brian Mulcahy, School of Education.
Lecturer(s): Mr Brian Mulcahy, School of Education.
Module Objective: To help students to understand different ways of teaching History and to critically evaluate the teaching of History in school
Module Content: Includes a detailed presentation of both the Leaving and Junior Certificate syllabi, with particular emphasis on the skills, concepts and attitudes, prescribed. Presentation of various methods used in the teaching of History, such as the use and value of texts, documents, visual aids and pupil involvement. Presentation on the teaching of various parts of the syllabus, such as the teaching of an ancient civilisation. A critical discussion of the nature and value of History teaching in school
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the key principles and concepts underlying the subject, History, as it relates to secondary education in Ireland;
· Describe the History syllabus and its assessment guidelines;
· Recognise the contribution that History makes to the secondary curriculum and to the educated person;
· Design and use appropriate resources for the promotion and assessment of historical understanding in pupils;
· Plan lessons and a course of study incorporating appropriate pedagogic strategies for the promotion of learning in History, paying due attention to issues of diversity, differentiation, and the use of ICT;
· Collaborate with colleagues in departmental subject planning.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6317 The Teaching of Mathematics
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Mr Michael John Delargey, School of Education.
Lecturer(s): Mr Michael John Delargey, School of Education.
Module Objective: To introduce students to the main issues concerning the teaching of mathematics in second-level schools
Module Content: The mathematics curriculum in second-level schools. ICT in Mathematics Teaching. Teaching Styles. Communication in the mathematics classroom. Assessment in Mathematics. Theories of mathematics learning. Resources in mathematics teaching
Learning Outcomes: On successful completion of this module, students should be able to:
· Prepare a range of teaching resources for use in their classroom teaching
· Describe the mathematics curriculum in Irish second-level schools
· Critically explore issues concerning mathematics teaching and learning
· Describe the issues concerning assessment in mathematics.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Ms Eileen Burton, School of Education.
Lecturer(s): Ms Eileen Burton, School of Education.
Module Objective: To provide varied musical experiences and factual information to enable PDE students facilitate performing skills, develop aural perception and advance musicality in potential pupils
Module Content: Performing, composing and listening are the media through which music education is best presented and accomplished. This integrated approach will be encouraged. Course content will include junior and senior cycle syllabi and suggested Transition Year modules and a study of musical timbre, texture, rhythm, melodic composition and harmony together with Irish traditional, folk music, ethnomusicology and aesthetics. The course will also address voice production, choral and ensemble arranging and conducting, including an overview of Christmas, liturgical and concert resources
Learning Outcomes: On successful completion of this module, students should be able to:
· Competently handle all aspects of the Junior and Leaving Certificate Music syllabi.
· Prepare a range of lesson plans incorporating a variety of teaching methods to include the performance, listening and composing components of the music curriculum.
· Conduct music classes with conviction while engaging the students with challenging material.
· Foster music appreciation and promote musical awareness and literacy in second level schools.
· Facilitate performing skills both of individuals and groups.
· Prepare and conduct school musical groups i.e. choirs, orchestras and musicals.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6319 The Teaching of Religious Education
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): As a primary methodology, this subject must be a final degree/teaching subject. As a second methodology some recognised academic attainment is required.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Siobhan Dowling, School of Education.
Lecturer(s): Dr Siobhan Dowling, School of Education.
Module Objective: To enable student teachers to teach the theological, doctrinal and scriptural elements of the syllabi in RE at post primary level
Module Content: The Creative Arts and Religious Education; Promoting Theological Literacy; Spiritual Development; World Religions; Fundamental and Special Morality; Biblical Hermeneutics; Hebrew/Christian Scriptures; Church History; Christian Churches; Sacramental Theology; New Religious Movements; Death Education; Liturgical Year; Prayer.
Learning Outcomes: On successful completion of this module, students should be able to:
· Plan imaginative and creative lesson plans by incorporating a wide variety of teaching and learning approaches in religious education.
· Utilise the Critical Spiritual Model of Religious Education.
· Teach religious education to pupils of all denominations, world faiths and to those who hold secular world views.
· Foster critical thinking skills in pupils.
· Promote theological literacy in pupils.
· Utilise a concept-cracking methodological approach.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
ED6320 The Teaching of Science
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students:
Pre-requisite(s): Students must have successfully studied a laboratory Science subject at third level.
Co-requisite(s): None
Teaching Methods: 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Declan Kennedy, School of Education.
Lecturer(s): Dr Declan Kennedy, School of Education.
Module Objective: To introduce students to the essential elements of good science teaching practice needed to teach science in an effective and inspirational manner
Module Content: The art and craft of science teaching, the role of practical work in science education, learning in science, teaching difficult ideas in science, teaching science to students with special needs, laboratory organisation and management, laboratory safety, language and literacy in science education, ICT in science education, study of the Leaving Certificate Physics, Chemistry, Biology and Junior Cert syllabuses, Investigations in Science, Science Across The World, the art of effective demonstrations, Science Technology and Society, Scientific Literacy and the PISA Project, Laboratory Practical Work
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss the main components of the arts and craft of science teaching.
· Discuss the key research findings on students' learning in science and the constructivist viewpoint on teaching and learning in science.
· Evaluate the roles of practical work, language and literacy and ICT in science education.
· Develop a comprehensive portfolio of lesson plans in science to a very high standard.
· Synthesise the various approaches to teaching difficult ideas in science.
· Appraise the aims and objectives of the Junior Certificate Science syllabus and the Leaving Certificate biology, chemistry and physics syllabi.
· Participate successfully in the project work assigned.
· Outline the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Project 4000 words).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the School of Education).
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 8 x 3hr(s) Lectures; 24hr(s) Other (Classroom based practical teaching).
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To facilitate a variety of teaching and learning methods in Religious Education at junior and senior cycle. To facilitate an understanding of the modes of Assessment at Junior Certificate level
Module Content: Knowledge of school programmes and Syllabus for Junior and Leaving Certificate: Approaches to RE; Coping with the School year; Bereavement; Advent Themes; RE syllabus: Communities of Faith; The Hebrew Scriptures; Perspectives on Morality; Perspectives on Prayer
Learning Outcomes: On successful completion of this module, students should be able to:
· plan a sequence of RE lessons
· resource these lessons adequately
· teach this sequence of lessons, showing an understanding of different methods
· critically evaluate their own teaching of this sequence
· blend the current syllabus to their own interest and expertise.
Assessment: Total Marks 200: Continuous Assessment 200 marks (5000 word assignment based on continuing professional development teaching practice module).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 8 x 3hr(s) Lectures; 24hr(s) Other (Classroom based practical teaching).
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To facilitate a variety of teaching and learning methods in Religious Education at junior and senior cycle. To facilitate an understanding of the modes of Assessment at Leaving Certificate level
Module Content: Knowledge of school programmes and Syllabus for Junior and Leaving Certificate: The Whole School Context; Coping with non-exam classes; The theme of Death; Strategies for Transition year; RE syllabus: Teaching Moral Issues; Teaching New Testament; Teaching Cults, Faith and Culture; Teaching World Religions
Learning Outcomes: On successful completion of this module, students should be able to:
· manage discrete areas of the syllabus by means of design and planning of work
· develop a critical stance in relation to teaching and learning in RE
· demonstrate a critical analysis of their own teaching stance
· develop further creative engagement with a definite area of coursework
· write fluently on their own development as practitioners.
Assessment: Total Marks 200: Continuous Assessment 200 marks (5000 word assignment incorporating a critical appraisal of teaching practice methods).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6403 The Christian Denominations
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To provide students with an overview of several of the main Denominations of the Christian churches in the context of the history of the Christian church
Module Content: Lecturers from the different traditions of Anglicanism, Methodism and Presbyterianism will present information on the origin of their Churches and the meaning of the Reformation, the main beliefs of these traditions and their orientation towards prayer and worship. The Lecturer from the Roman Catholic tradition will present key aspects of the Sacramental system as well as some key ideas in early debates about the nature of Christ.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the history of at least one Protestant church
· Explain the authority structure and sacramental tradition of at least one Protestant Church
· Examine some of the early Church controversies about the nature of Christ
· Link this knowledge to syllabus areas for teaching purposes.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6404 Issues in Faith and Culture
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Dr Fiachra Long, School of Education.
Module Objective: To develop a critical awareness of the place of religious belief in the modern world
Module Content: The module will begin by a critical examination of the basic concepts, faith and culture. The contrast between faith and fundamentalism will be explained and video examples shown. The theme of missionary work will be explored as well as the theme of faith in contemporary culture. The constructs of evangelisation and inculturation will be presented and examples offered from peaceful transitions to situations of conflict. The theme of faith development and revelation will be raised using stage development theory.
Learning Outcomes: On successful completion of this module, students should be able to:
· enumerate some links between religion and culture
· develop a critical understanding of these links
· argue critically about the role of function of Christian missionary work
· show links between child development theory and faith development theory
· explain the meaning of inculturation
· reflect on links between this analysis and classroom work.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To examine contemporary moral issues from the perspective of the Christian tradition
Module Content: This course will examine how certain contemporary issues affect individuals and society. First what might a possible religious response be to the revolution in bioethics, including stem cell research and genetic engineering? How could one read the reality of international warfare and conflict, just war and passivism, the use of sanctions? How could one read the issue of poverty and conflict and its influence on the ecological crisis? The approach of the Catholic tradition to the status and role of women will be explored.
Learning Outcomes: On successful completion of this module, students should be able to:
· identify the central principles of Bioethics and apply them to a range of contemporary issues
· present a clear understanding of the approach of the Christian community to the reality of war including the challenges encountered by the Just War Tradition
· articulate the central principles and content of Catholic social teaching on justice, globalization and ecology
· identify the evolving stance of the Christian community on the dignity, role and importance of women in Church and society.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6406 Spirituality East and West
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To enable students to interact with the spiritual tradition and to design some strategies for exploring this tradition in the classroom
Module Content: This course will examine aspects of the spiritual heritage of Europe, east and west. It will link apophatic and kataphatic prayer forms to icons and liturgical practices of praying the psalms. It will examine Celtic experience through the influence of outstanding personalities down the ages. It will use some Christian mystics such as Julian of Norwich or Teresa of Avila as case studies. The course will demonstrate how to apply this knowledge to syllabus requirements
Learning Outcomes: On successful completion of this module, students should be able to:
· assess the value of different meditation forms
· learn how to apply some of these in classroom settings
· recognise the historical development of at least some of these meditation forms
· assess the practicalities of prayer in a classroom setting.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To introduce students to the First Testament and to improve their skills for using the text in a second level classroom.
Module Content: This course looks at the Bible as Literature and Sacred Text in accordance with second level syllabus. Students will be introduced to the history and formation of the Hebrew Scriptures, the issue of how the Bible came to be, the canonicity of texts, overview of the prayer and cultic life of Israel with particular reference to the psalms and some hermeneutical methods of reading texts, illustrated by example drawn from the Hebrew scriptures.
Learning Outcomes: On successful completion of this module, students should be able to:
· explain in overview how the Bible can be considered a piece of literature
· identify certain hermeneutic principles
· use an identified hermeneutic method to read a passage of scripture
· reflect on different kinds of writing in the Bible.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To introduce students to 1. The Theology of the major books of the New Testament and 2. Basic skills in biblical methodologies and research
Module Content: Students will be introduced to the following: 1. A look at the history and formation of the major works of NT and the question of sources; 2. the idea of inspiration and the canonicity of texts; 3. the meaning of exegesis, illustrated by at least two critical biblical reading methods, namely historical criticism and narrative criticism; 4. introduction to the sociopolitical context of the time of Jesus through analysis of Gospel texts
Learning Outcomes: On successful completion of this module, students should be able to:
· Explain how the main works of the NT were assembled as a book
· Outline the general shape of one of the Gospels
· Explain how these books came to be understood as scripture
· Use at least two exegetical methods in the reading of texts.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED6409 Oriental World Religions
Credit Weighting: 5
Teaching Period(s): Teaching Period 1.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To provide students with the historical origins, general concepts, basic rituals, central beliefs and organisational patterns of the religions of Asia
Module Content: Lectures will provide students with the historical origins, general concepts, basic rituals, central beliefs and organisational patterns of the religions of Asia, including Hinduism, Buddhism, Jainism, Sikhism, Confucianism, Taoism and Shintoism. There will be a stress on the social and ethical practices of Hinduism. The module will also look at relations between Christianity and the religions of india and East Asia
Learning Outcomes: On successful completion of this module, students should be able to:
· present the main Hindu beliefs
· evaluate the various paths of Hindu wisdom
· differentiate between the main groups of Buddhist beliefs
· explain the main linens of Taoism and Shintoism
· link these beliefs critically to their own experience.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Period 2.
No. of Students: Min 15, Max 30.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Fiachra Long, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To introduce students to the basic philosophical and theological concepts of moral theory
Module Content: This module will examine the notion of foundations and will present the moral systems of Epicureanism and Stoicism with reference to basic texts. The idea of natural law will be explored. The idea of freedom and conscience will also be examined as well as key developments in the history of moral theology over the centuries. The shift in perspective from a foundation of morality in moral acts to moral persons will be explored.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the main beliefs of the Epicureans and the Stoics
· Appreciate the historical and conceptual influence of stoic philosophy within Hellenism
· Evaluate the theory of natural law and personal conscience in this context
· Explain the key developments in the history of moral theology over the centuries
· Understand why Vatican II called for the renewal of moral theology
· Apply some traditional moral insights to contemporary issues.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,500 word assignment).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To introduce students to the main paradigms and traditions in educational research.
Module Content: The nature of knowledge and is contested on social science and educational research. In this context, this module examines paradigms of research with a focus on the ontological, epistemological and methodological nature of inquiry. Among topics to be addressed are the following: research paradigms (positivist, interpretive and emancipatory) and associated methodological approaches; philosophical bases of research paradigms; researcher 'self'; research ethics; ideology, politics and policy in research; quality in educational research; participant voice in research; framing research questions; representing research findings.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe the nature and origins of three key paradigms of educational inquiry
· Analyse the manner in which research paradigms influence the framing of research questions, shape decisions about data collection and analysis as well as influence forms of representing research findings.
· Identify and critically examine their own preferred paradigm in terms of their professional and institutional biographies.
· Examine the ethical bases of educational research
· Investigate an area of education in the context of a collaborative class project.
Assessment: Total Marks 100: Continuous Assessment 100 marks (3 x 15 marks in-class assignments (45 marks); 3000-5000 word prject (55 marks) due one month after module completed.).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: The mark for Continuous Assessment is carried forward, Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED7102 Educational Research Methods
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).
Module Co-ordinator: Dr Paul Conway, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To introduce students to the range of methods currently employed by educational researchers.
Module Content: The module will examine the theory that serves as the foundation for research methodology and also provide practical and detailed guidelines for conducting educational research. The main areas covered will include research design issues, approaches to research in education, research literature, research methods and their limits, interviews, case studies, action research, observation, survey research, documentary research, discourse analysis, qualitative and quantitative data, evidence-based education.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline various research methods and design questionnaires, interview schedules and observation schedules.
· Analyse and synthesise both qualitative and quantitative data.
· Discuss the validity and reliability of data.
· Evaluate a research report in a comprehensive manner.
· Prepare a research proposal and choose a research strategy.
· Write a research report in a professional manner.
Assessment: Total Marks 100: Continuous Assessment 100 marks (3 x 15 marks in-class assignments (45 marks); 3000-5000 word project (55marks) due one month after module completed).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: The mark for Continuous Assessment is carried forward, Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED7103 Contemporary Issues in Education: Policy, Pedagogy and Leadership 1
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research); Other (1 week Summer School).
Module Co-ordinator: Prof Kathy Hall, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To engage students in contemporary debates in education bearing on policy, pedagogy and leadership.
Module Content: The module will relate views of policy, pedagogy, practice and knowledge and apply them to current policy and leadership contexts. The module will introduce students to key conceptual frameworks for understanding theoretical and political perspectives that underpin policy, pedagogy, leadership and practice. Students will be required to critically examine their own views in relation to these different theoretical perspectives and to explore how these views inform decisions in their own professional contexts. The module will develop critical understanding of a sociocultural perspective in relation to policy, pedagogy and leadership.
Learning Outcomes: On successful completion of this module, students should be able to:
· Discuss key contemporary debates in relation to policy, leadership, pedagogy, and practice in Ireland and in the wider educational field;
· Identify theoretical perspectives underlying current policy, pedagogy and practice especially in their own settings;
· Recognise and analyse key themes and concepts in sociocultural theory and use these to evaluate and rethink policy, pedagogy, practice and leadership;
· Present findings to cohort of peers and address issues raised through discussion and feedback.
Assessment: Total Marks 200: Continuous Assessment 200 marks (3 x 20 marks (60 marks) in-class assignments; 3000-5000 word project (80 marks) due one month after module completed; portfolio (60 marks)).
Compulsory Elements: Continuous Assessment. Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED7104 Advanced Seminar in Research Methods
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To focus on application of advanced research and evaluation methods in variety of research contexts for different purposes.
Module Content: The use of advanced research and evaluation methods is the focus of this module. It will involve invited presentations in particular research methods relevant to dissertation foci of cohort as well as examples of major research and evaluation studies in Ireland and elsewhere. Among topics to be addressed are the following: the rise of the evaluation society; role of evaluation in social science and society; utilization-focused evaluation; longitudinal and cross-sectional research; ethnography; randomized controlled trials (RCTs) and associated debates on the quality of educational research.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe the broader social and political context and framing of contemporary research and evaluation in Ireland and internationally.
· Analyse the purposes and functions of evaluations of social policy initiatives, especially in education, in Ireland.
· Identify and critically examine research approaches and conceptions of evidence in policy-driven research and evaluation;
· Examine notions of 'applied', 'blue skies', 'utilization-focused' research and evaluation and their implications for the role of the researcher.
· Examine the ethical bases and the interests served of research and evaluation initiatives.
· Apply debates about research and evaluation to one's own research study.
Assessment: Total Marks 100: Continuous Assessment 100 marks (3 x 15 marks in-class assignments (45 marks); 3000-5000 word project (55 marks) due one month after module completed).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: The mark for Continuous Assessment is carried forward, Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED7105 Contemporary Issues in Education: Policy, Pedagogy and Leadership 2
Credit Weighting: 5
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).
Module Co-ordinator: Prof Kathy Hall, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To extend students' critical understanding of contemporary debates in education bearing on policy, pedagogy and practice drawing on sociocultural perspectives.
Module Content: The module will develop theoretical views about policy, pedagogy, practice and leadership. The implications of a sociocultural perspective on these areas will be critically examined. The module will focus on the leadership, learning and assessment process from a sociocultural perspective and it will make critical links to the main contemporary debates in the field. Key issues to be explored include identity, agency, cultural bridging, cultural mediation,leadership as distributed, learning as situated.
Learning Outcomes: On successful completion of this module, students should be able to:
· Analyse, critique and evaluate examples of research and policy responses to issues in education and workplace settings;
· Design a theoretical framework for research work and professional practice;
· Provide well argued critiques that make explicit theoretical orientations underlying personal perspectives;
· Debate learning and leadership in relation to sociocultural positions on agency and identity, and on cultural mediation and cultural bridging;
· Evaluate evidence and debates about the nature of evidence in the context of sociocultural perspectives on leadership, learning and knowledge.
Assessment: Total Marks 100: Continuous Assessment 100 marks (3 x 15 marks in-class assignments (45 marks); 3000-5000 word project (55 marks) due one month after module completed).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: The mark for Continuous Assessment is carried forward, Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
ED7106 Colloquium in Designing Educational Research
Credit Weighting: 10
Teaching Period(s): Teaching Periods 1 and 2.
No. of Students: Min 15, Max 24.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Methods: 12 x 2hr(s) Seminars; Directed Study (supervised thesis research); Other (1 week Summer School).
Module Co-ordinator: Dr Julia Walsh, School of Education.
Lecturer(s): Staff, School of Education.
Module Objective: To create a community of learners context to support students thesis research.
Module Content: The design, analysis, representation of claims and dissemination of these to both the cohort and a wider audience and readership is the focus of this seminar. In this context, this module will provide a number of fora within which students will be expected to share their work with others. The second summer school in the Ph D will form a focal point in this module. Among topics to be addressed are the following: research paradigms and their associated modes of analysis and representation of research claims; writing for different audiences/readers; quality in educational research writing; participant voice in representing research claims; and portfolio of professional development.
Learning Outcomes: On successful completion of this module, students should be able to:
· Describe the implications of making research claims in the context of the three key paradigms of educational inquiry.
· Analyse the manner in which research paradigms influence the forms of representing research findings in the context of their thesis research.
· Identify and critically examine the generic and transferable skills they have developed over the course of the PhD programme.
· Examine the ethical bases of educational research vis-a-vis their thesis research.
· Actively participate cohort group discussions on each others' thesis research.
Assessment: Total Marks 200: Continuous Assessment 200 marks (3 x 20 marks in-class assignments (60 marks); 3000-5000 word project (80 marks) due one month after module completed; portfolio (60 marks)).
Compulsory Elements: Continuous Assessment. Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 50%.
End of Year Written Examination Profile: No End of Year Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Department).
