Students should note that all of the modules below may not be available to them.

Undergraduate students should refer to the relevant section of the UCC Undergraduate Calendar for their programme requirements.

Postgraduate students should refer to the relevant section of the UCC Postgraduate Calendar for their programme requirements.

ED1010 Historical Developments in the Irish Education Sector
ED1012 Early Years and Childhood Studies: Pedagogy and Practice
ED1013 Contemporary Issues in Early Years and Childhood Studies 1
ED1014 Contemporary Issues in Early Years and Childhood Studies 2
ED1308 Psychosocial Basis of Physical Education, Sport and Health
ED1309 Movement Analysis
ED1310 Introduction to Exercise Physiology
ED1313 Health and Wellbeing in Sport, Physical Activity and Physical Education
ED1314 Practical Areas 1
ED1316 Placement 1
ED1322 Curriculum Design: Youth and Cultural Contexts
ED1323 Practical Areas 2
ED2004 The Curriculum in Special Needs Education
ED2005 Early Years and Childhood Policy: Planning and Practice
ED2006 Early Years and Childhood Curricula: Ideology, Pedagogy and Practice
ED2101 Science Education I
ED2102 Teaching Practice Placement Science Education I
ED2305 Exercise Prescription
ED2306 Exercise Physiology
ED2308 Practical Areas 4
ED2314 Physical Education Teacher and Coaching Pedagogy
ED2317 Placement 2
ED2318 Creativity and Innovation in Physical Education, Sport, Physical Activity and Education (Arts Subjects)
ED2319 Residency (in France or Gaeltacht)
ED2323 Practical Areas 3
ED3009 Advanced Studies in Early Years and Childhood Education
ED3010 Education Placement
ED3101 Science Education II
ED3102 Teaching Practice Placement Science Education II
ED3304 Skill Acquisition and Analysis
ED3306 Coaching Science 1
ED3307 Coaching Science 2
ED3308 Health 1: Understanding Health and Wellness
ED3309 Health 2: Health Promotion
ED3313 Curriculum and Assessment
ED3315 Sports Medicine
ED3317 Placement 3
ED3319 Research Methods in Sports Studies and Physical Education
ED3323 Directed Study in Community Sport
ED3324 Inclusion: Policy and Practice in PE Sport and Physical Activity
ED3325 Disability: Pedagogical Approaches to PE, Sport and Physical Activity
ED3326 Education Research Report
ED4101 Science Education III
ED4102 Teaching Practice Placement Science Education III
ED4103 Conceptual Foundations in School Placement Research Portfolio A
ED4104 Conceptual Foundations in the Philosophy and History of Education
ED4105 Conceptual Foundations in the Psychology and Sociology of Education
ED4106 Conceptual Foundations in Curriculum and Assessment
ED4107 Conceptual Foundations in Inclusive Education
ED4108 Conceptual Foundations in School Placement Research Portfolio B
ED4301 Physical Activity, Sport and Disability
ED4304 Research Project
ED4309 Health 3: Lifespan Health - Exercise Ageing and Health
ED4310 Coaching Science 3: Issues in Sports Coaching
ED4311 Philosophy and History of Education
ED4312 Professional Issues in Education
ED4313 Approaches to Teaching and Assessment in Physical Education
ED4314 Community Placement
ED4315 Research Project
ED4316 Placement 5
ED4317 Historical and Philosophical Aspects of Physical Education, Sport and Physical Activity
ED4318 Curriculum and Assessment
ED4319 The Teaching of Irish
ED4320 Placement 4
ED4328 The Teaching of English
ED4329 Second Language Education - French
ED4331 The Teaching of History
ED4334 The Teaching of Mathematics
ED6001 Effective Science Teaching
ED6002 Science, Technology and Society in Science Education
ED6020 Second Language Learning
ED6035 Dissertation in Education
ED6038 Teaching Children to Think
ED6042 Learning as Identity: Teaching Implications
ED6050 Sport Pedagogy in Physical Education and Youth Sport
ED6056 Developing Numeracy in the Classroom
ED6057 Researching Contemporary Classroom Methodologies
ED6059 Intersections of Identity and Practice in Inclusive and Special Education
ED6060 Child Development, Play and Active Learning in Early Childhood
ED6061 Understanding Educational Research and Recent Trends
ED6090 Science Concepts for the Primary School
ED6091 Minor Dissertation on Primary Science Teaching
ED6101 Teaching Life and Living Processes (Part I)
ED6102 Teaching Materials (Part I)
ED6103 Teaching Energy and Forces (Part I)
ED6104 Teaching Life and Living Processes (Part II)
ED6105 Teaching Materials (Part II)
ED6106 Teaching Energy and Forces (Part II)
ED6201 Special Educational Needs - School Organisation and Practice
ED6202 Assessment for and of Individual Pupil Learning and Attainment
ED6203 Curriculum Provision and Teaching Methodologies for Pupils with Special Educational Needs
ED6204 Supporting Pupils with Additional Learning Needs
ED6205 Contemporary Issues in Special Educational Needs
ED6206 Developing Inclusive Practice and Provision
ED6212 Portfolio Project
ED6213 Educational Disadvantage and Multiculturalism: Learning and Identity
ED6214 Inclusion and Learning for Students with Special Educational Needs: Identity & Disability
ED6301 Philosophy and History of Education
ED6302 Introduction to Psychology and Sociology of Education
ED6303 Curriculum and Assessment
ED6306 Inclusion - Special Educational Needs and Multicultural Education
ED6308 The Teaching of Business Studies
ED6309 The Teaching of Civic, Social and Political Education
ED6312 The Teaching of English
ED6313 The Teaching of a Second Language 1A
ED6314 The Teaching of a Second Language 1B
ED6315 The Teaching of Geography
ED6316 The Teaching of History
ED6317 The Teaching of Mathematics
ED6318 The Teaching of Music
ED6319 The Teaching of Religious Education
ED6321 Cross Curricular Pedagogies
ED6322 School Placement 1
ED6323 The Teaching of Art and Design
ED6324 Curriculum-Related Art and Design Practice
ED6325 The Teaching of the Physical Sciences
ED6326 The Teaching of the Biological Sciences
ED6327 The Teaching of Irish
ED6330 School Placement 1
ED6331 School Placement: Research and Professional Experiences Portfolio A
ED6332 School Placement: Research and Professional Experience Portfolio B
ED6341 Collaborative Seminar: Contemporary Issues in Irish Schools
ED6342 Foundational Themes in Education
ED6353 The Teaching of Art and Design 2
ED6354 Literacy and Numeracy Development in the Post-Primary Classroom
ED6358 PME (Art & Design) School Placement 2
ED6359 PME Professional Research Paper
ED6360 PME School Placement 2
ED6361 Specialist Subject Pedagogies 2
ED6510 Organisational Management of the School
ED6511 Effective Leadership in Education: Theory and Practice
ED6512 Leading Learning and School Improvement
ED6513 Mentoring and Coaching Practicum in Educational Leadership
ED6601 Youth Health and Physical Activity
ED6602 Delivery of Developmental Physical Education
ED6603 Principles of Practice of Health and Sports Studies
ED6604 Outdoor Education and Sport Development
ED7101 Educational Inquiry
ED7102 Educational Research Methods
ED7103 Contemporary Issues in Education: Policy, Pedagogy and Leadership 1
ED7104 Advanced Seminar in Research Methods
ED7105 Contemporary Issues in Education: Policy, Pedagogy and Leadership 2
ED7106 Colloquium in Designing Educational Research

ED1010 Historical Developments in the Irish Education Sector

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 8, Max 100.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials.

Module Co-ordinator: Dr Maura Cunneen, School of Education.

Lecturer(s): Dr Maura Cunneen, School of Education; Staff, School of Education.

Module Objective: To give students a firm grounding in historical educational developments and issues and their impact on the contemporary Irish sector.

Module Content: This foundation module looks at the historical development of education in schools and pre-schools in Ireland. Specifically, it introduces students to educational theorists, the development of Early Years provision, the First and Second Level Education Systems and other issues related to education in historical and contemporary contexts.

Learning Outcomes: On successful completion of this module, students should be able to:
?Recognise key themes in the historical development of educational theory;
?Discuss key concepts in relation to the influence of educational theorists on contemporary educational developments;
?Differentiate between competing historical ideologies in early years and childhood education;
?Evaluate historical and contemporary issues in the development of Early Years, First and Second Level education in Ireland.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,000 (max) word essay 60 marks; In-class test 40 marks).

Compulsory Elements: Continuous Assessment. Attendance will be monitored by class register.

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, all elements of continuous assessment must be passed independently i.e. students must receive at least 40% in both the in-class test and the essay.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: Students failing this module must submit a 4,000 word essay as prescribed by the School.

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ED1012 Early Years and Childhood Studies: Pedagogy and Practice

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 8, Max 100.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (Other (Workshops)).

Module Co-ordinator: Ms Marcella Towler, 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: This module is the beginning of the Professional practice preparation for students to help them to prepare for Placement and the workplace. It will introduce students to different philosophical and pedagogical approaches to early years and childhood educational practice.

Module Content: Students will be introduced to child development, child observation, health, hygiene. 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 and facilitates the integration of theory and practice. The module develops theoretical and practical knowledge and skills for early years and childhood practice. Hence, early childhood education activities are explored and emphasised.

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
?Prepare and carry out appropriate activities for the young child
?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 child development and the health and well-being of young children.
?Reflect on the content of workshops.

Assessment: Total Marks 100: Continuous Assessment 100 marks ((1 x 2,000 (max.) word project 90 marks; 1 in-class observation test 10 marks.).

Compulsory Elements: Continuous Assessment, in class test and attendance at classes. As the lectures and workshops in this module form the basis of the students' professional practice preparation, attendance at least 80% of lectures and workshops is required. Attendance 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 components must be passed independently, i.e. students must achieve at least 40% in both the in-class test and the project and also fulfil the attendance requirement. If a student misses more than 20% of scheduled lectures and/or misses more than 20% of scheduled workshops, he/she automatically fails the module.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: A total mark of less than 40% for CA or a total mark of less than 40% in the in-class test or failure to attend fewer than 80% of lectures and workshops, requires a student to submit continuous assessment in August as prescribed by the School.

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ED1013 Contemporary Issues in Early Years and Childhood Studies 1

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 8, Max 100.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Mary Horgan, School of Education.

Lecturer(s): Dr Mary Horgan, School of Education; Staff, School of Education.

Module Objective: To give students a firm grounding in early years and childhood education 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 and differentiate between competing ideologies.
?Discuss key issues concerning child development and health and welfare;
?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 100: Formal Written Examination 100 marks.

Compulsory Elements: Formal Written Examination. Attendance in class will be monitored by class register.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40%.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Summer 2018.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018.

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ED1014 Contemporary Issues in Early Years and Childhood Studies 2

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 8, Max 100.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials.

Module Co-ordinator: Dr Maura Cunneen, School of Education.

Lecturer(s): Dr Maura Cunneen, School of Education; Ms Marcella Towler, School of Education; Staff, School of Education.

Module Objective: To give students a firm grounding in topical issues related to early years and childhood development and education.

Module Content: This foundation module looks at early years and childhood specifically as it relates to child development, learning strategies and health and safety issues in the context of contemporary Irish society.

Learning Outcomes: On successful completion of this module, students should be able to:
?Recognise key concepts in early years and childhood in contemporary Ireland;
?Discuss key issues concerning child development demonstrating their practical application in early years and childhood educational settings;
?Evaluate the Health and Safety concerns of Irish early years and childhood settings;
?Demonstrate understanding of the learning strategies implemented in early years and childhood educational settings.

Assessment: Total Marks 100: Formal Written Examination 80 marks; Continuous Assessment 20 marks (In Class Test).

Compulsory Elements: Formal Written Examination; Continuous Assessment. Attendance in class will be monitored by class register.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% In order to pass the module, all elements must be passed independently i.e. students must receive at least 40% in both the in-class test and the examination.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Summer 2018.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (in the Autumn, 1 x 800 word essay (in-lieu of in class test).

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ED1308 Psychosocial Basis of Physical Education, Sport and Health

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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; Mr Canice Kennedy, 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. This module affords the students the opportunity to critically engage with factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport and to understand the Historical, Sociological and Philosophical contexts of Physical Education.

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, (b) research skills in conducting a literature search, and citing and referencing material and (c) numeracy skills. Apply these skills to module assignments.

?Develop and apply the following both in class and in assignments: (a) academic writing skills, including essay planning and execution, (b) research skills in conducting a literature search, and citing and referencing material and (c) numeracy skills.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2x In-class assignments (1,500 - 2,000 words 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, 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%.

Formal Written Examination: No Formal 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).

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ED1309 Movement Analysis

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, School of Education.

Module Objective: To develop students' knowledge, understanding, and application of movement principles related to physical activity, physical education, sport, exercise and health.

Module Content: In this module, students examine human movement, reflexes, rudimentary movement abilities, growth and development, fundamental movement skill acquisition, specialised movement skill development and observational qualitative analysis.

Learning Outcomes: On successful completion of this module, students should be able to:
?Develop knowledge of motor development across the lifespan, specifically during childhood and adolescence.
?Understand terminology used in human movement analysis and apply current research in physical education, sport, exercise and coaching environments.
?Effectively employ a qualitative analysis for fundamental movement skills and motor development.
?Identify how skill development can be used in a teaching, sport, exercise and coaching environment.
?Students will apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x In-class assessment (60 marks); 1 x 2,500 word Group Project (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, 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%.

Formal Written Examination: No Formal 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).

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ED1310 Introduction to Exercise Physiology

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorial and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, School of Education.

Module Objective: To introduce the student to the human body and how it functions during exercise stress, sport and physical activity.

Module Content: Skeletal muscle and exercise; Neurological control of movement; Cardiovascular and Respiratory Systems; Neuromuscular adaptations to resistance training; Growth and development; The 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, sport and physical activity.
?Discuss how the various physiological systems of the body coordinate to produce an exercise response and output.
?Explain how the exercise reponse of the body changes through the lifespan.
?Apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x In-class assignments (1,000 - 2,000 words each) (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%.

Formal Written Examination: No Formal 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 School of Education).

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ED1313 Health and Wellbeing in Sport, Physical Activity and Physical Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials/ Practicals).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Dr Fiona Catherine Chambers, School of Education.

Module Objective: To develop students' knowledge and understanding of the diversity of images and meanings attributed to health and wellbeing.

Module Content: The module content includes examining the role of sport and physical education in activity and health and wellbeing 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 people's 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.
This module includes an introduction to the following theoretical areas required for PE accreditation: Anatomical, physiological and biomechanical aspects of movement, Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan, Growth, Motor skill development of the child and adolescent and Disability and Movement.

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 and wellbeing.
?Explain the complex range of interactions that influence the health and wellbeing of individuals and populations.
?Distinguish between a range of models and approaches and their impact on health and wellbeing outcomes and their own health and wellbeing philosophy.
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x In-class written assignments; 1,500 words each: 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, 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%.

Formal Written Examination: No Formal 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).

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ED1314 Practical Areas 1

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24hr(s) Other (Practicals).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Staff, School of Education; Dr Fiona Catherine Chambers, 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 adventure 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, community environments and adventure education.

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 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 environment.
?Investigate the role of health, safety, and risk assessment in a sport and recreational environment.
?Apply numeracy and literacy skills to assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (In-class assignments 3,000 words in total (Aquatics x 3; Adventure Education x 1; Athletics x 1) 60 marks; 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, 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 pass the Performance Analysis element of the module by achieving; Aquatics 8 out of a possible 20 marks; Athletics 4 out of a possible 10 marks.

Formal Written Examination: No Formal 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).

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ED1316 Placement 1

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 6 x 2hr(s) Lectures (including Tutorials and Seminars); 24 x 1hr(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 sports pedagogy (learning in, through and about physical education, sport and physical activity) which will underpin their role as a physical education teacher/coach.

Module Content: During this module students are encouraged to think critically about the nature of pedagogy in physical education, sport and physical activity. Students critically evaluate and reflect on the role of a PE teacher/Coach during placement.

Learning Outcomes: On successful completion of this module, students should be able to:
?Explore issues of inclusion in a range of sport pedagogy settings.
?Critically appraise the three dimensions of effective sport pedagogy; a. Knowledge in Context; b. Learners and Learning and; c.Teachers/Teaching and Coaches/Coaching in an applied setting.
?Examine their own knowledge and experience as learners, and the factors, which underpin their core beliefs and identities as future teachers/coaches.
?Apply a thematic pedagogical approach to teaching fundamental movement skills in physical education, sport and physical activity.
?Apply numeracy and literacy skills, both in class and to assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 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, 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%.

Formal Written Examination: No Formal 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).

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ED1322 Curriculum Design: Youth and Cultural Contexts

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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.

Module Objective: To critically examine teaching and learning in the context of national and international curricula.

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 views on the significance of gender, ethnicity, social class, perspectives of youth and cultural contexts on education.
Critical examination of national physical education curricula in relation to pedagogy and assessment.

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
?Apply numeracy and literacy skills in assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x Assignment (3,000 - 4,000 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%.

Formal Written Examination: No Formal 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).

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ED1323 Practical Areas 2

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 2hr(s) Lectures (including practicals).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Staff, School of Education; Dr Fiona Catherine Chambers, 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. To develop students' theoretical knowledge and understanding of games through teaching, coaching and a practical perspective.

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. Students also investigate pedagogical and coaching approaches to teaching games. Students participate in a divided court and striking and fielding games 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:
?Identify and discuss links between aesthetics and physical performance.
?Examine aesthetic history, theory and form in physical activity.
?Demonstrate personal mastery of dance and gymnastics and create and plan a sequence through cooperative learning.
?Examine and reflect on their own experiences and feelings in dance, gymnastics, divided court and striking and fielding games.
?Investigate the role of health, safety and risk assessment in different learning environments.
?Develop an understanding of the fundamental technical and tactical skills, the rules of games and the necessary teaching techniques involved with coaching/teaching these games.
?Identify pedagogical approaches applicable to physical education, sport and community environments.
?Apply numeracy and literacy skills to assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Striking and Fielding 30 marks; Divided Court 30 marks; Gymnastics 20 marks; Dance 20 marks. Each area will have a written assessment/ continuous class assessment (1,000 words each) and a performance analysis/peer teaching piece).

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 students must pass the Performance Analysis element of the module by achieving 16 marks out of 40.

Formal Written Examination: No Formal 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.

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ED2004 The Curriculum in Special Needs Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 8, Max 125.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Mary Horgan, School of Education.

Lecturer(s): Staff, 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: Formal Written Examination 50 marks; Continuous Assessment 50 marks (1 x 2,500 word essay).

Compulsory Elements: Formal Written Examination; Continuous Assessment. Attendance will be monitored by class register.

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% If a student misses more than 20% of scheduled lectures, he/she automatically fails the module.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Winter 2017.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated ( 1 x 2,500 word essay by the end of August as prescribed by the School).

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ED2005 Early Years and Childhood Policy: Planning and Practice

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 8, Max 125.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (Tutorials).

Module Co-ordinator: Ms Marcella Towler, School of Education.

Lecturer(s): Ms Marcella Towler, School of Education.

Module Objective: To unify, consolidate and extend all previous study in Early Years and Childhood Education.

Module Content: Early Years and Childhood provision and policy in Ireland. Integration of theory to practice through the planning and development of a Curriculum Plan.

Learning Outcomes: On successful completion of this module, students should be able to:
?Evaluate early years and childhood provision in Ireland;
?Discuss the impact of quality and curricula developments in early years and childhood provision in Ireland;
?Describe the factors which influence curriculum planning and methodology;
?Prepare a scheme of work [i.e. Curriculum Plan] for practice which interprets and integrates all the above.
?Discuss how child health and well-being issues can influence educational outcomes.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Curriculum Plan 100 marks).

Compulsory Elements: Continuous Assessment. Attendance in class will be monitored by class register.

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, all elements of continuous assessment must be passed independently i.e. a student must receive at least 40% in both Part A and Part B of the Curriculum Plan. If a student misses more than 20% of scheduled lectures, he/she automatically fails the module.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: Students failing this module must submit continuous assessment in August as prescribed by the School.

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ED2006 Early Years and Childhood Curricula: Ideology, Pedagogy and Practice

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Min 8, Max 125.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 48 x 1hr(s) Lectures.

Module Co-ordinator: Dr Mary Horgan, School of Education.

Lecturer(s): Dr Maura Cunneen, 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 selected countries worldwide; Contemporary issues such as quality in ECCE; Anti-Discriminatory practice, gender in education, transitions in education and development of an outline Business Plan.

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;
?Evaluate early years and childhood provision in selected countries worldwide;
?Compare and contrast policy and provision in selected countries worldwide;
?Demonstrate a deep understanding of the philosophical and cultural values underpinning differing educational ideologies.

Assessment: Total Marks 200: Formal Written Examination 150 marks; Continuous Assessment 50 marks (Business Plan (50 marks);).

Compulsory Elements: Formal Written Examination; Continuous Assessment. Attendance will be monitored by class register.

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 at least 40 marks in both the formal written exam and the continuous assessment. If a student misses more than 20% of scheduled lectures, he/she automatically fails the module.

Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Winter 2017.

Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn 2018. Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.

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ED2101 Science Education I

Credit Weighting: 15

Semester(s): Semester 1.

No. of Students: Min 5, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials (and Microteaching); 4 x 2hr(s) Seminars (Preparation of a Teaching Practice Portfolio, Project Work).

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 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 microteaching sessions.
?Demonstrate good presentation and laboratory practical skills in microteaching seminar.
?Perform laboratory practical work in a safe and efficient manner.

Assessment: Total Marks 300: Continuous Assessment 300 marks (Teaching Practice Portfolio (200 marks); Project Work (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 students must achieve a pass standard of at least 40% in the Teaching Practice Portfolio to pass the module.).

Formal Written Examination: No Formal 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 Portfolio.), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.

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ED2102 Teaching Practice Placement Science Education I

Credit Weighting: 15

Semester(s): Semester 1.

No. of Students: Min 5, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 1 x 10weeks(s) Placements (Supervised placement in a a recognised secondary school); 1 x 10weeks(s) Other (Mentoring sessions - 1 hour duration each week).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education.

Module Objective: To enable students to gain practical experience of teaching science in a secondary school; to assist student in developing classroom management skills in the secondary school environment; to build on knowledge and skills in the area of science education and enhance the integration of theory and practice in the teaching of science

Module Content: Preparation of lessons plans and development of schemes of work relevant to the science syllabi at secondary school, direct teaching in the classroom and in the school science laboratory, maintenance of a Teaching Practice File, development of reflective analysis of their classroom and school experience over the academic year, development of co-operation with mentor teacher and teaching colleagues.

Learning Outcomes: On successful completion of this module, students should be able to:
?Prepare and develop effective schemes of work and lesson plans appropriate to the needs of the second level science curricula.
?Employ a variety of pedagogical approaches to teach science in an effective and enthusiastic manner.
?Display accuracy of factual knowledge in science and it application in our everyday lives.
?Exhibit core professional values when dealing with pupils and the school community in general.
?Co-operate with the mentor teacher and other teaching colleagues.
?Perform laboratory practical work in a safe and efficient manner.
? Design appropriate assessment strategies to use in different learning environments.
?Display evidence of critical appraisal of lessons taught and of feedback received from teaching practice supervisors.

Assessment: Total Marks 300: Continuous Assessment 300 marks (Supervision of lessons taught during Teaching Practice (300 marks)).

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 based on input from the School Principal or Deputy Principal.

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%.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: There is no Autumn Supplemental Examination for students failing the Teaching Practice Placement.

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ED2305 Exercise Prescription

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, School of Education.

Module Objective: To develop knowledge and understanding of exercise testing and prescription from a health, fitness and physical education perspective

Module Content: This module covers the following topics: Preliminary health screening, principles of exercise prescription and assessment, fitness testing, cardiorespiratory exercise programmes, principles of strength and conditioning, muscular fitness, physical activity, health and chronic disease. The module will combine physical activity/sport promotion, exercise and health across the lifespan.

Learning Outcomes: On successful completion of this module, students should be able to:
?Assess the different types of physical fitness through exercise testing and subsequently interpret these test results.
?Construct modified cardiorespiratory and specific strength and conditioning exercise programmes based on these results.
?Describe research illustrating population lifestyle and physical activity engagement.
?Illustrate how the recommended guidelines for physical activity apply to different populations across the lifespan.
?Students will apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Online weekly Blackboard assessment (20 marks); In-class test (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, 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%.

Formal Written Examination: No Formal 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).

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ED2306 Exercise Physiology

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, School of Education.

Module Objective: To introduce students to 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 (muscular system); Neurological control of movement; Sensory integration; Energy balance; Cardiovascular physiology; Respiratory physiology; 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, specifically examining the muscular, cardiovascular and respiratory systems.
?Describe how the body responds to repeated exercise bouts and training.
?Examine physiological data from an individual by identifying strengths and weaknesses.
?Deliver an exercise physiology lesson plan in physical education.
?Apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Online weekly Blackboard assessment (20 marks); In-class test (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, 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%.

Formal Written Examination: No Formal 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).

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ED2308 Practical Areas 4

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including practicals); Other.

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Staff, School of Education; Dr Fiona Catherine Chambers, 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, Hurling/Camogie and Rugby within a drill and games context.
?Analyse the role of both defensive and offensive play in Gaelic Games and Rugby.
?Develop an understanding of the role of the individual players on a Gaelic Football and Hurling/Camogie and Rugby Team.
?Evaluate the role of the teacher/coach in educating young people to play Gaelic Games and Rugby
?Identify pedagogical approaches applicable to PE, sport and community environments.
?Appraise the culture of both Gaelic Games and Rugby in an Irish context.
?Apply numeracy and literacy skills to assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x Assignment (2,000 - 2,500 words) (60 marks); 1x 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, 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 pass the Performance Analysis element of the module by achieving 16 out of a possible 40 marks available ).

Formal Written Examination: No Formal 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).

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ED2314 Physical Education Teacher and Coaching Pedagogy

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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 through an applied microteaching experience, which allows them to critically 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. The module provides opportunities for students to focus on longterm aims of PE i.e. Physical activity/Sport Promotion and Health across the lifespan.

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 and apply 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.
?Apply numeracy and literacy skills both in class and in assignments.
?Apply knowledge from ED1309 and ED1310 to their teaching context.
?Plan, implement and evaluate microteaching episodes in PE curriculum content areas.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4,000 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%.

Formal Written Examination: No Formal 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).

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ED2317 Placement 2

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 14 x 1hr(s) Lectures (includes seminars and workshops); 12 x 2hr(s) Lectures (plus 15 day school placement).

Module Co-ordinator: Ms Patricia Fitzpatrick, School of Education.

Lecturer(s): Ms Patricia Fitzpatrick, School of Education; Mr Arthur Twomey, 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, pupil and school management.

Module Content: This module will help students to explore the practical and professional contexts of becoming a second level teacher. It will encourage students to develop the key communications skills through design and delivery of presentations to their peer group. In addition, students will prepare for and engage in critical dialogue on pedagogical issues to include discipline and classroom management, teaching methodology and assessment, and curriculum content. The module will include a school placement during which students will be given the opportunity to teach physical education for a ten day period at a post primary school. Students will also explore the practice of classroom observation and the analysis of teaching strategies. The module will enable pupils to develop their understanding of the Anatomical, Physiological and Biomechanical aspects of movement and of the Historical, Sociological and Philosophical of Physical Education. It will challenge them to address the factors which inhibit and promote (Personal, Biological, Psychological, Sociological, Environmental) participation in physical activity and sport.

Learning Outcomes: On successful completion of this module, students should be able to:
?Gain an insight into the relationship between teaching and learning and critically evaluate the role of the physical education teacher in a post primary school.
?Critically analyse the circumstances and factors in modern society that lead to challenging behaviour and how it impacts upon teaching and learning within the classroom.
?Develop foundation skills in lesson planning and assessment including an effective and viable strategy for classroom management.
?Demonstrate introductory level pedagogical approaches that motivate and foster pupil engagement in a supported environment.
?Develop the ability to critically appraise, and learn from, the practice of other teachers in the school community.
?Develop numeracy and literacy skills through in class activities and assignments.
?Recognise the connectivity of the SSPE degree programme both horizontally and vertically through mapping their development as teachers.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 4,000 word School Placement File (100 marks); 1 x Topic Presentation (50 marks); 1 x 2,000 word assignment (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% In addition students must pass the School Placement File element of the module by achieving 40 marks out of 100 marks. For students who do not satisfy this requirement, the overall mark achieved in the module and a 'Fail Special Requirement' will be recorded. Students who fail to pass this module will not be able to progress into year 3 of the programme and will be obliged to repeat the module at the next available opportunity in order to progress in the programme.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination.

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ED2318 Creativity and Innovation in Physical Education, Sport, Physical Activity and Education (Arts Subjects)

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 12 x 1hr(s) Other (individual/group work).

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 creative and innovative approaches to curriculum in school, physical education, sport and physical activity.

Module Content: The programme begins with a critical analysis of the concepts of creativity and innovation more broadly and then in relation to curriculum design and implementation. It then moves to the exploration of new connective ways of delivering physical education themes through the curriculum, culminating in the development of a 100 hour short course which embeds modern technological approaches.

Learning Outcomes: On successful completion of this module, students should be able to:
?Explore the praxis of creativity and innovation.
?Critically analyse the national curriculum and the opportunity for creativity and innovation therein.
?Design and implement innovative pedagogical approaches to the delivery of curriculum at Junior and Senior Cycle.
?Develop cross-curricular and connective approaches to the development of short courses and education experiences in post-primary school settings.
?Intergrate literacy and numeracy learning into creative planning and practice.
?Engage modern technology to enhance teaching and learning experiences for pupils in physical education, sport and physical activity settings.
?Apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 200: Continuous Assessment 200 marks (2 x 3,000 - 4,000 word assignments (1x short course design; 1x e-portfolio entries)).

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%.

Formal Written Examination: No Formal 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.

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ED2319 Residency (in France or Gaeltacht)

Credit Weighting: 5

Semester(s): Semester 3. (Two months Residency/ Work experience. Work towards this module can be undertaken in part during Semester 3 of Years 1, 2, 3 of the degree programme. Students must accumulate the equivalent of a two-month residency or work experience in a French or an Irish speaking environment during this time.).

No. of Students: Min 1, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 2month(s) Other (Students must organise and bear all costs associated with residency/ work experience component.).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Dr Fiona Catherine Chambers, School of Education.

Module Objective: The Teaching Council of Ireland require that students of French and Irish on Initial Teacher Education programmes must practice and improve their language and intercultural communications skills (both written and oral) during a two-month residency or work experience in a French or an Irish speaking environment (depending on their chosen Arts specialism). Students must source and pay for this residency/ work experience themselves.

Module Content: Building a Reflective e-portfolio to capture their Residency Experience.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically observe the cultural way of life in a French or an Irish speaking environment.
?Reflect upon the sociocultural aspects of sport and physical activity in a French or an Irish speaking environment.
?Extend their ability to both write and converse in the French/Irish Language.

Assessment: Pass/Fail - 3,000 word e-portfolio. The two-month residency and assessment must be completed in full in time for examination at the Summer Examination Board in the Fourth Year of the programme.

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: A Pass Judgement.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination.

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ED2323 Practical Areas 3

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): ED1323

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Tutorials.

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Staff, School of Education; Dr Fiona Catherine Chambers, School of Education.

Module Objective: In this module, students critically evaluate the key concepts of artistic and aesthetic history, theory and form in physical activity through dance and gymnastics. Students also investigate and interpret the praxis of dance and gymnastics.

Module Content: Building on the foundational work done in Module ED1323, this module addresses the knowledge and understanding of the aesthetic and artistic components of Physical Education domains focusing on the pedagogy and assessment of dance and gymnastics.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically evaluate aesthetic history, theory and form in physical activity through interpretation of fundamental themes associated with dance and gymnastics.
?Identify, apply and reflect on appropriate pedagogical and assessment approaches in dance and gymnastics
?Compose individual and group sequences to demonstrate a personal mastery of dance and gymnastics
?Examine and reflect on personal attitudes to dance and gymnastics
?Relate core dance and gymnastic concepts to other PE syllabus areas
?Evaluate the role of health, safety and risk assessment in different learning environments.
?Apply numeracy and literacy skills to in-class work and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (3,000 word continous assessments (Gymnastics x 1; Dance x 1) 30 marks each ; 2 x Performance Analysis (Gymnastics and Dance) 20 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, 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 pass both Performance Analysis elements of assessment individually by achieving a mark of at least 16 marks out of a possible 40 in Performance Analysis.

Formal Written Examination: No Formal 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 (Performance Analysis must be passed at the Summer Examination).

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ED3009 Advanced Studies in Early Years and Childhood Education

Credit Weighting: 10

Semester(s): Semester 2.

No. of Students: Max 125.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 48 x 1hr(s) Lectures.

Module Co-ordinator: Dr Mary Horgan, School of Education.

Lecturer(s): Dr Maura Cunneen, School of Education; 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 and emancipatory education.

Module Content: Issues relating to identity, inclusion, student voice, participation in education, effective pedagogy and leadership, media, technology and consumerization of childhood.

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 identity, inclusion, participation, effective pedagogy and leadership, and media technology and consumerization of childhood.
?Access and interrogate relevant policy, guidelines [regarding the above] which would assist them in their future work with children
?Analyse Case Study examples of these issues
?Demonstrate an ability to evaluate current policy and practice in education in the light of these theoretical constructs
?Critically evaluate their personal and professional development in the context of the module content.

Assessment: Total Marks 200: Formal Written Examination 100 marks; Continuous Assessment 100 marks (1 x 2,500 word (max) essay).

Compulsory Elements: Formal Written Examination; Continuous Assessment; Attendance in class will be monitored by class register.

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% If a student misses more than 20% of scheduled lectures, he/she automatically fails the Module.

Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Summer 2018.

Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn 2018. 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).

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ED3010 Education Placement

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Min 8, Max 125.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): Placements (12 weeks Supervised Placement); Other (Reconnection Days).

Module Co-ordinator: Dr Maura Cunneen, School of Education.

Lecturer(s): Dr Maura Cunneen, School of Education; Dr Denice Cunningham, School of Education; Ms Florence C. Noonan-Lepaon, School of Education; Dr Anna Ridgway, School of Education; Ms Patricia J O'Connor, School of Education.

Module Objective: To enable students 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: Each student is required 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 professional 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 200: Continuous Assessment 200 marks (Continuous assessment for Placement Practice Porfolio (200 marks) and Practice Placement (Practice Placement is marked on a Pass/Fail basis).

Compulsory Elements: Continuous Assessment. Placement, Reconnection Days. Attendance on Reconnection Days and on Placement will be monitored by class register and timesheets.

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/Fail Judgement in Placement. Students who fail to satisfy both of these requirements will fail the Module overall. For students who do not satisfy the latter requirement, i.e. a Pass Judgement in Placement, the overall mark achieved in the module and a "Fail Special Requirement" will be recorded. If students do not complete the required number of Placement hours due to illness etc any time off must be made up by extending the Placement.

Formal Written Examination: No Formal 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 Placement may repeat it once only as directed by the Programme Board of Studies. Students failing a repeat placement may opt to transfer their registration to the alternative Bachelor Childhood Theory and Policy (BACTP) pathway or may opt to withdraw from the programme.).

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ED3101 Science Education II

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): ED2101

Co-requisite(s): None

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials (Microteaching sessions); 4 x 2hr(s) Seminars (Preparation of a Teaching Practice Portfolio, Project Work).

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 gain practical experience thereof.

Module Content: Science teaching and learning; laboratory organisation and management; laboratory safety; use of ICT and datalogging in the school laboratory; science, technology and society; scientific literacy; researching teaching; resources in science teaching.

Learning Outcomes: On successful completion of this module, students should be able to:
?Discuss and appraise a variety of pedagogical approaches in teaching science at secondary school.
?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.
?Discuss the role that newspaper articles and industrial visits can play in the teaching of science.
?Outline the teaching strategies and subject content to be included in lessons dealing with STS issues.
?Participate successfully in microteaching sessions and in the project work assigned.
?Demonstrate good presentation and laboratory practical skills in microteaching seminars.
?Perform laboratory practical work in a safe and efficient manner.

Assessment: Total Marks 300: Continuous Assessment 300 marks (Teaching Practice Portfolio (200 marks); Project Work (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 a student must achieve a pass standard of at least 40% in the Teaching Practice Portfolio to pass the module).

Formal Written Examination: No Formal 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 Portfolio), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.

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ED3102 Teaching Practice Placement Science Education II

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 1 x 10weeks(s) Placements (Supervised placement in a recognised secondary school); 1 x 10weeks(s) Other (Mentoring sessions - 1 hour duration each week).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education.

Module Objective: To enable students to gain practical experience of teaching science in a secondary school; to assist student in developing classroom management skills in the secondary school environment; to build on knowledge and skills in the area of science education and enhance the integration of theory and practice in the teaching of science

Module Content: Preparation of lessons plans and development of schemes of work relevant to the science syllabi at secondary school, direct teaching in the classroom and in the school science laboratory, maintenance of a Teaching Practice File, development of reflective analysis of their classroom and school experience over the academic year, development of co-operation with mentor teacher and teaching colleagues.

Learning Outcomes: On successful completion of this module, students should be able to:
?Prepare and develop effective schemes of work and lesson plans appropriate to the needs of the second level science curricula.
?Employ a variety of pedagogical approaches to teach science in an effective and enthusiastic manner.
?Display accuracy of factual knowledge in science and it application in our everyday lives.
?Exhibit core professional values when dealing with pupils and the school community in general.
?Co-operate with the mentor teacher and other teaching colleagues.
?Perform laboratory practical work in a safe and efficient manner.
?Design appropriate assessment strategies to use in different learning environments.
?Display evidence of critical appraisal of lessons taught and of feedback received from teaching practice supervisors.

Assessment: Total Marks 300: Continuous Assessment 300 marks (Supervision of lessons taught during Teaching Practice (300 marks)).

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 based on input from the School Principal or Deputy Principal.

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%.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: There is no Autumn Supplemental Examination for students failing the Teaching Practice Placement.

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ED3304 Skill Acquisition and Analysis

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals); 12 x 2hr(s) Workshops.

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.
This module includes the following theoretical areas required for PE accreditation: Anatomical, physiological and biomechanical aspects of movement, Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan, Growth, Motor skill development of the child and adolescent and Disability and Movement. Combination of tutorials, lectures and practicals with emphasis on learning in applied settings.

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/community.
?Evaluate and critique weekly practical sessions using a selection of pedagogical strategies and further recommend adaptations accordingly.
?Students will apply numeracy and literacy skills to inclass activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Planning and delivery of Fundamental movement skill programmes, 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%.

Formal Written Examination: No Formal 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).

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ED3306 Coaching Science 1

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): ED3307 Coaching Science 2

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, 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 scientific coaching level.

Module Content: This module focuses on strategies to prepare coaches and athletes for training and competition. It will concentrate on the principles of health related fitness, specifically strength and conditioning strategies to create well prepared, injury resistant athletes, and performance monitoring to further enhance on-field performance.

Learning Outcomes: On successful completion of this module, students should be able to:
?Develop knowledge and coaching strategies for fundamental movements skills assessments.
?Develop coaching skills for functional movement screening, analysis and intervention.
?Address long and short term training programmes relating to the principles of health-related fitness.
?Students will apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,000 word class assessment (70 marks); 1x In-class 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, 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%.

Formal Written Examination: No Formal 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).

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ED3307 Coaching Science 2

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 45.

Pre-requisite(s): None

Co-requisite(s): ED3306 - Coaching Science 1

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, School of Education.

Module Objective: To develop professional, scientific coaching competencies, specifically applied within practice.

Module Content: This module critically reviews the theory and practice of coaching science. Content covers scientific coaching styles, coaching responsibilities, coaching philosophies, skill learning, age of sport specialism, periodisation and athletic identity.

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.
?Develop and integrate a scientific coaching philosophy for application to sport.
?Design long term athlete development programmes.
?Apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x In-class assessment (25 marks); 1 x 2,500 word class assessment (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, 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%.

Formal Written Examination: No Formal 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).

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ED3308 Health 1: Understanding Health and Wellness

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 10, Max 60.

Pre-requisite(s): None

Co-requisite(s): ED3309 - Health 2: Health Promotion

Teaching Method(s): 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, indigenous populations 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, indigenous populations, sexualities and disabilities. This will be supported by guest lectures from relevant expert individuals and groups from outside agencies. This module includes the following theoretical areas required for PE accreditation: Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan, and Disability and Movement.

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.
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x In class Presentation (50 marks); Symposium and Reflections 1,500 words (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%.

Formal Written Examination: No Formal 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).

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ED3309 Health 2: Health Promotion

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 10, Max 60.

Pre-requisite(s): None

Co-requisite(s): ED3308 - Health 1: Understanding Health & Wellness

Teaching Method(s): 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.
This module includes the following theoretical areas required for PE accreditation: Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan and Artistic and creative studies.

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 schools/community use.
?Critique and evaluate Health Promotion Resource Pack with relevant stakeholders i.e. schools, communities and HSE Agencies.
?Students will apply numeracy and literacy skills to in class activities and assignmemts.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 1,500 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, 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%.

Formal Written Examination: No Formal 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).

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ED3313 Curriculum and Assessment

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 50.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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.

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
?Apply numeracy and literacy skills to their assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x 3,000 - 4,000 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%.

Formal Written Examination: No Formal 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).

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ED3315 Sports Medicine

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 6, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: Nutrition, 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 diseases, dermatological problems in sport, team travel abroad including vaccinations and problems with infection and urological problems and sport.
This module includes the following theoretical areas required for PE accreditation: Anatomical, physiological and biomechanical aspects of movement, Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan and Disability and Movement.

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.
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2x 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, 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%.

Formal Written Examination: No Formal 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).

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ED3317 Placement 3

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 10 x 1hr(s) Lectures; 8 x 2hr(s) Tutorials (plus a 15 day school placement).

Module Co-ordinator: Ms Patricia Fitzpatrick, School of Education.

Lecturer(s): Staff, School of Education; Ms Patricia Fitzpatrick, School of Education.

Module Objective: To introduce students to the theory and practice of the curriculum, pedagogy and assessment of their specialist Arts subject.

Module Content: This module will prepare the students for, and engage them in, the teaching of their arts subject in the school context. It will focus on introducing the students to the syllabii of their art subject areas, within the broader curriculum context and assist them in planning schemes and lesson plans, designing assessment tools, and exploring and utilising a variety of active classroom methodologies in their pedagogy. It will also familiarise students with current curriculum developments relevant to their arts subject. The module will include a school placement which will give students the opportunity to teach their specialist Arts subject and observe and learn from the work of other experienced teachers in their school community.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically examine key knowledge domains within subject disciplines.
?Critically analyse varying pedagogical approaches to, and assessment methods of such domains.
?Appraise the transfer of syllabus content to classroom practice.
?Develop and organise effective schemes of work and lesson plans based on previous identification of appropriate methodological decisions, syllabus content and contextual knowledge.
?Demonstrate classroom management skills, and employ a range of active methodologies in their pedagogy.
?Observe and critique a variety of pedagogical approaches used by practicing teachers in a school context.
?Develop numeracy and literacy skills through in class engagement and assignments.
?Develop an ability to critically review and reflect upon their own practice so as to improve upon it.
?Gain an insight into the responsibilities of the classroom teacher and an awareness of what it means to become an active part of a school community.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1x 4,000 word School Placement File (100 marks); 1 x 2,000 word Assignment (50 marks); Microteaching (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% In addition students must (a) pass the microteaching element of the module by achieving 20 marks out of 50 marks in order to go out on School Placement, and (b) students must pass the School Placement File element of the module by achieving 40 marks out of 100 marks. For students who do not satisfy this requirement, the overall mark achieved in the module and a 'Fail Special Requirement' will be recorded. Students who fail to pass this module will not be able to progress into year 4 of the programme and will be obliged to repeat the module at the next available opportunity in order to progress in the programme.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination.

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ED3319 Research Methods in Sports Studies and Physical Education

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (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 introduce standard approaches to research in Sports Studies and Physical Education and how to critically interpret and appreciate the value of research evidence.

Module Content: Introduction to scientific method; introduce research designs which seek to describe variables, establish relationships between variables and/or differences between groups; basic principles and skills of data analysis (quantitative and qualitative). Evidence-based practice. Ethical principles of human research. Academic writing and publishing.

Learning Outcomes: On successful completion of this module, students should be able to:
?Define commonly used terms in experimental design
?Recognise the difference between qualitative and quantitative approaches to data gathering
?Apply suitable standards of reporting to the results of investigations
?Explain the difference between dependent, independent and uncontrolled variables and be able to use statistical tests to interpret research data
?Interpret a research question as a research hypothesis
?Relate to participants in an ethical and humane manner
?Develop academic writing skills, especially the skills of presenting scientific evidence in a format and style accessible to a layperson
?Understand the concept and the process of evidence-based practice
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x Research Portfolio (3,000 - 4,000 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%.

Formal Written Examination: No Formal 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).

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ED3323 Directed Study in Community Sport

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 1, Max 6.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24hr(s) Other (dedicated supervision and tutorial support); 10day(s) Placements.

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 in a sport/physical activity context.
?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/physical activity.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 coaching portfolio).

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%.

Formal Written Examination: No Formal 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).

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ED3324 Inclusion: Policy and Practice in PE Sport and Physical Activity

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

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 inclusion legislation, policy, theory and practices regarding students with special educational needs and other marginalised groups (on the basis of socio-economic status, race, ethnicity, EAL, religion etc.) in PE, mainstream classrooms, specialised and community settings.

Module Content: The module content examines national legislation regarding the inclusion of students with disabilities/SEN and other marginalised groups (on the basis of socio-economic status, race/ethnicity, EAL, religion etc.); particular Irish education policy documents that guide current and best practice; international policy and practice in relation to students with disabilities/special educational needs; the theory of inclusion practice in PE, Sport and Physical Activity; differences between integration and inclusion; the formulation and application of school policies regarding inclusion; assessment policy and practice in relation to disability/ SEN; differentiation strategies for planning and teaching students with disabilities/SEN in PE and mainstream classrooms; individualised interventions through individual education plans at whole school levels; focus on school, classroom and PE strategies for the inclusion of students with particular disabilities/ SEN such as general learning disabilities, emotional behavioural difficulties, specific learning disabilities, physical and sensory disabilities, autistic spectrum, speech and language disorders, multiple disabilities, assessed syndromes and exceptional abilities.

Learning Outcomes: On successful completion of this module, students should be able to:
?Describe and evaluate Irish and international legislation and policy regarding the inclusion of students with disabilities/ SEN in school and sports environments.
?Critique the concept of inclusion as employed in an Irish context and with particular reference to PE, sport and physical activity in schools
?Integrate learning about literacy and numeracy development with inclusive classroom strategies.
?Design and deliver appropriate differentiated programmes of instruction for students with disability/SEN, which pay particular attention to the content of learning, the process of learning and the learning environment.
?Design and deliver appropriate differentiated programmes of instruction for students who may be marginalised through socio-economic status, race/ethnicity, EAL, religion etc.
?Demonstrate knowledge of the various roles and responsibilities of key personnel in schools regarding the inclusion of students with disabilities/ SEN in PE Sport and Physical Activity as well as in classroom and community settings.
?Evaluate practice, as presented in case studies, in order to design appropriate programmes and interventions for, and with, people with disabilities/SEN.
?Develop individual education plans to meet the abilities of students with disabilities/ SEN
?Apply numeracy and literacy skills to class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x 3,000 - 4,000 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%.

Formal Written Examination: No Formal 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).

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ED3325 Disability: Pedagogical Approaches to PE, Sport and Physical Activity

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Dr Susan Crawford, School of Education.

Module Objective: To introduce students to appropriate pedagogical approaches to PE, Sport and physical activity for students with disabilities.

Module Content: The module content examines the role of PE, sport and physical activity for children and adults with disabilities; philosophy of adaption of physical activity; teaching and assessment from the perspective of functional abilities; multidisciplinary team concepts; relationships between inactivity and ill-health for individuals with disabilities; design and delivery of physical activity programmes appropriate for individuals with disabilities. This module includes the following theoretical areas: anatomical, physiological, psychological and biomechanical aspects of movement. It considers those factors, which are positive and negative constraints (Personal, Biological, Psychological Sociological, and Environmental) to participation in PE, sport and physical activity for children and adults with disabilities across the lifespan. Combination of tutorials, lectures and practicals with emphasis on learning in applied settings.

Learning Outcomes: On successful completion of this module, students should be able to:
?Assess functional movement ability of students with disabilities using a range of assessment tools.
?Plan appropriate PE, Sport and physical activity pedagogical interventions to include all identified strands of the PE Curriculum.
?Implement interventions to embrace and include a number of pedagogical strategies and teaching methodologies appropriate for students with disabilities based on best practice.
?Evaluate PE, Sport and physical activity programmes using a range of qualitative and quantitative criteria to include functional ability and engagement of participants and their own teaching and learning perspectives.
?Apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Planning and delivery of adapted physical activity programmes: 100 marks, 4,000 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%.

Formal Written Examination: No Formal 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).

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ED3326 Education Research Report

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Min 6, Max 0.

Pre-requisite(s): AP1504; AP2504

Co-requisite(s): None

Teaching Method(s): 8 x 1hr(s) Tutorials (Online Research Support).

Module Co-ordinator: Dr Maura Cunneen, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: The submission of a 7,500 word report on an approved topic

Module Content: Students are required to submit a 7,500 word research report on an approved topic. This report will draw substantially on sources relating to education and policy in Childhood and will be supervised by a staff member from the School of Education. The report, and drafts thereof, should be submitted on dates prescribed by the School of Education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Design appropriate research questions and create a research plan/design
?Identify, review and evaluate some key studies related to their chosen field of inquiry
?Organise data thematically and write up one's 'findings'
?Reflect critically on the complexity of the process of carrying out a research study
?Critically examine 'values' as a key ingredient of education research
?Write a Report of c.7,500 words to the appropriate standard.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 7,500 word Report).

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%.

Formal Written Examination: No Formal 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 (revise and resubmit Report in the Autumn, as prescribed by the School).

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ED4101 Science Education III

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): Students must have successfully completed ED2101 and ED3101

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 24 x 2hr(s) Other (Laboratory sessions and Project Work).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education.

Module Objective: Module Objective: To give students an understanding of the essential elements of excellence in science teaching and an appreciation of the role of educational research in science education.

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, 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 200: Continuous Assessment 200 marks (Project (2 x 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% In addition students must achieve a pass standard of at least 40% in the Teaching Practice Portfolio component to pass the module.

Formal Written Examination: No Formal 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 Portfolio.), Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.

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ED4102 Teaching Practice Placement Science Education III

Credit Weighting: 20

Semester(s): Semesters 1 and 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): Placement hours in an approved school.

Co-requisite(s): None

Teaching Method(s): 400 x 1hr(s) Placements (A minimum of 100 hours direct classroom teaching and 300 hours associated planning, preparation and reflective activity); 18 x 1hr(s) Tutorials; 6 x 1hr(s) Other (Mircoteaching Workshops with assigned Tutor to scaffold and support teaching development and school placement experience); 24 x 1hr(s) Lectures (to support placement).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education; Staff, School of Education, subject-specific tutors and advisors.

Module Objective: To enable student teachers to learn about teaching through professional classroom experience and wider school experiences in a post-primary school setting

Module Content: In the context of the overall teacher education programme, this school based module offers student teachers an opportunity to observe teaching, plan lessons and schemes of work, teach lessons in their teaching subject(s) and reflect on their classroom and school experience over the academic year. Part A consists of the compulsory preparation of a School Placement File incorporating all the aforementioned elements, which must explicitly inform the teaching of lessons. Part B involves 100hrs direct classroom teaching over the duration of the full school year, under supervision, as prescribed by the School of Education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Prepare and develop effective schemes of work and lesson plans appropriate to the needs of the second-level science curricula taking into account the needs of pupils in the areas of literacy, numeracy and ICT.
?Display effective management of pupils in the classroom and school laboratory to ensure that lesson objectives and lesson learning outcomes are achieved.
?Employ and appraise a variety of pedagogical approaches to teach science in an effective and enthusiastic manner.
?Display accuracy of factual knowledge when teaching science and display evidence of the ability to integrate Science, Technology and Society aspects of the curriculum into this factual knowledge when teaching science.
?Exhibit core professional values as outlined in the Teaching Council Code of Professional Conduct for Teachers when dealing with pupils and the school community in general.
?Perform laboratory practical work to a high standard and in a safe manner taking into account all the appropriate Health and Safety requirements.
?Design appropriate assessment strategies appropriate to the requirements of the science curricula.
?Display evidence of critical appraisal of lessons taught and of feedback received from school placement tutors.
?Synthesise and implement in a reflective manner the key aspects of science teaching shown by the science education research literature to be effective in the classroom and school science laboratory.

Assessment: Total Marks 400: Continuous Assessment 400 marks (Part A: School Placement File 100 marks; Part B: Student's 100 hours of direct classroom teaching to be assessed by School of Education supervisors/tutors over a minimum of 5 school visits throughout the academic year 300 marks).

Compulsory Elements: Continuous Assessment. Attendance in placement school for required number of hours.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% for Part B. Satisfactory judgement in Part A.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination.

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ED4103 Conceptual Foundations in School Placement Research Portfolio A

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 5, Max 20.

Pre-requisite(s): Placement hours in an approved School

Co-requisite(s): ED4102

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Other (self-directed learning and research activity in school placement site).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Brian Murphy, School of Education; Ms Jacinta C McKeon, School of Education; Mr Michael John Delargey, School of Education; Dr Kevin Cahill, School of Education; Staff, School of Education.

Module Objective: To enable student teachers to conduct, analyse, reflect on and deepen their understandings of a range of significant required professional tasks and experiences in their placement schools

Module Content: This module focuses on building understandings of teaching and learning and key elements of professional practice through the processes of engaging in professional reading and reflection, and conducting a range of focused and directed research tasks in the professional school context which may include:

? Observing and reflecting on observed lesson/series of lessons
? Conducting and reflecting on a co-teaching/team teaching and/or microteaching experience
? Reflecting on key classroom management issues
? Analysing implementation of key skills of teaching e.g. questioning
? Investigating the use of ICT to support learning
? Reflecting on key issues of teaching and learning in schools in the current policy context

Learning Outcomes: On successful completion of this module, students should be able to:
?Display systematic understanding of some specified contemporary teaching & learning issues in second level schools
?Implement current best practice in teaching and learning research and classroom management in the light of contemporary educational research and classroom experiences
?Justify the value of collaborative co-operative teaching and the role of the whole school community in supporting communities of practice for fostering the holistic development and potential of all learners in second level schools and for the development of curriculum and pedagogy in this respect
?Demonstrate the ability to establish and maintain a purposeful, positive, safe, inclusive and productive learning environment as well as appropriate professional relationships in the school placement site through conducting the required directed professional research tasks
?Act and conduct all teaching, required school activities, research and pastoral care responsibilities in a manner that demonstrates understanding of the social and ethical responsibilities of all teachers in the context of the Teaching Council's Code of Conduct
?Demonstrate the ability to maintain and develop a self-reflective and self-transformative stance as teacher embracing openness to all learning in light of classroom and school experiences and reflections and set readings
?Discuss relevant ideas pertaining to the required professional and placement experiences and research, orally and in the written form, as appropriate to a developing professional across both the school and University settings.

Assessment: Total Marks 100: Continuous Assessment 100 marks (4 x 1,000 word reflective papers (25 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, 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%.

Formal Written Examination: No Formal 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.

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ED4104 Conceptual Foundations in the Philosophy and History of Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (or 12 x 2 hour lectures).

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: To promote reasoned reflection on issues in the philosophy of education and the detail of developments in the Irish education system since 1800

Module Content: Part A, Philosophy of Education: the module explores themes relating to the purpose of education and child-centredness through the exploration of educational ideas.

Theme 1 The Contribution of the Greek Philosophers
Theme 2 Enlightenment and the move to Progressivism
Theme 3 Progressivism and its decline

Part B, History of Education: this section examines the structure of the Irish education system (primary and post-primary education) and critically assesses its development since the 19th century.

Theme 1 Controversies which have arisen in the historical context of Irish education
Theme 2 Complex historical issues relating to the development of Irish education
Theme 3 Socioeconomic and political factors bringing about change in Irish education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Construct and sustain critical and coherently reasoned arguments about forces that have shaped Irish education including the period since 1800
?Recognise and explain different understandings of the purpose and meaning of education informed by knowledge of the forefront of the field
?Demonstrate an ability to gather relevant data on different themes
?Reflectively describe and explain their own stance on teaching and learning in the light of current readings in the philosophy and history of education
?Demonstrate conceptual frames that support positive engagement in the classroom
?Reveal a critical understanding of the social and ethical responsibilities of the teaching profession
?Show an ability to become self-transformative in the light of new knowledge and to progress to the next stage
?Demonstrate an ability to communicate philosophical and historical ideas clearly.

Assessment: Total Marks 100: Formal Written Examination 100 marks.

Compulsory Elements: Formal Written Examination.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40%.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Winter 2017.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018.

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ED4105 Conceptual Foundations in the Psychology and Sociology of Education

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (associated reading and research).

Module Co-ordinator: Dr Karl Kitching, School of Education.

Lecturer(s): Dr Kevin Cahill, School of Education; Dr Karl Kitching, 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: Changing Societal Contexts Constructing Adolescence/Young People.
Educability: Perspectives, Practices and Structures which 'Fix' and 'Change' Ability Well-being, Identity and Development: Contexts and Challenges.
Perspectives on Learning: Influences and Implications.
The 'Good' Teacher and Teaching? Intentions, Processes and Outcomes of Teaching, Learning and Assessment.
Schools as Agents of Social Stratification/Inequality Reproduction: Structures of Class, Race-Ethnicity and Gender-Sexuality.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate familiarity with key psychological and sociological constructs relating to student development and achievement.
?Broadly 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 (1 x 3000-4000 word thematic research 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%.

Formal Written Examination: No Formal 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).

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ED4106 Conceptual Foundations in Curriculum and Assessment

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Stephen O'Brien, School of Education.

Lecturer(s): Dr Stephen O'Brien, School of Education; Staff, School of Education.

Module Objective: To develop critical engagement with curriculum and assessment theories, concepts, policies and practice and plan for effective school/classroom responses.

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.

Learning Outcomes: On successful completion of this module, students should be able to:
?Display knowledge and understanding of diverse curriculum and assessment constructs and explore their learning implications for school and classroom practices
?Demonstrate a keen awareness of current problems and new insights informed by curriculum and assessment research studies and engage these in new cultural practices that promote pupil involvement and achievement
?Critically explore the latest curriculum and assessment policy changes and investigate their impact on cultural practices in the school and classroom
?Demonstrate a number of methodological protocols and practices, derived from curriculum and assessment areas of inquiry, in support of pupil development and achievement
?Select from developed skills across curriculum and assessment areas of inquiry and nurture emerging skills to a satisfactory level
?Act in diverse situated contexts in a manner that reflects an informed curriculum and assessment stance, particularly with respect to different and unpredictable contexts
?Plan for and act upon some change practice to their teaching, in the interest of good learning processes
?Demonstrate awareness and a more informed personal/professional stance vis-a-vis politico-ideological constructions of curriculum and assessment
?Scrutinise normalised relations in society and school with respect to curriculum and assessment assumptions and values and, consequently, develop some personal/professional critique with a view to communicating effectively to specialised and non-specialised audiences alike.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3000-4000 word action 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%.

Formal Written Examination: No Formal 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).

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ED4107 Conceptual Foundations in Inclusive Education

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (Team teaching approach adopted in whole group lecture format).

Module Co-ordinator: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Dr Dan O'Sullivan, School of Education; Dr Karl Kitching, School of Education; Staff, School of Education.

Module Objective: To develop key inclusionary theories, concepts, policies and practices in relation to Special Educational Needs (SEN) and Multicultural Education

Module Content: The module content introduces students to conceptual and practice-based issues pertaining to the inclusion of learners with special educational needs in educational settings. The module content also includes a conceptual treatise of varying approaches to multicultural education and critical engagement with culturally responsive forms of pedagogy. Student teachers are personally/professionally encouraged to forge close theory-practice links and engage effective school/classroom responses.

Learning Outcomes: On successful completion of this module, students should be able to:
?Maintain a purposeful, positive, safe and inclusive working atmosphere in the classroom mindful of special educational needs and culturally relevant pedagogy
?Act in ways appropriate to the teaching of students with special educational needs and demonstrate an awareness of the complexity of students learning in multicultural and mixed ability settings
?Recognise the professional commitment required to teach in differentiated environments
?Teach in inclusive ways on behalf of all learners. Take responsibility for the learning of students from diverse cultural backgrounds and students with special educational needs
?Argue for the value of collaborative teaching and the role of staff in supporting communities of practice as a context for the development of inclusive strategies for learners from different backgrounds and abilities.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3,000-4,000 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%.

Formal Written Examination: No Formal 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).

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ED4108 Conceptual Foundations in School Placement Research Portfolio B

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): Placement hours in an approved school

Co-requisite(s): ED4102

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Other (self-directed learning and research activity in school placement site).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Brian Murphy, School of Education; Ms Jacinta C McKeon, School of Education; Mr Michael John Delargey, School of Education; Dr Kevin Cahill, School of Education; Staff, School of Education.

Module Objective: To enable student teachers to conduct, analyse, reflect on and deepen their understandings of a range of significant required professional tasks and experiences in their placement schools

Module Content: This module focuses on building understandings of teaching and learning and key elements of professional practice through the processes of engaging in professional reading and reflection, and conducting a range of focused and directed research tasks in the professional school context which may include:

? Reflecting further on key classroom management issues
? Analysing the implementation of some key theories of learning
? Considering learning and teaching styles
? Attending and reflecting on staff meetings and school communication generally
? Investigating the additional support available to students in the school e.g. learning support, resource teaching, EAL support, JCSP, TY, LCA, LCVP
? Managing the needs of English as an Additional Language (EAL) students
? Reflecting on the experience of participating in Parent-Teacher meetings

Learning Outcomes: On successful completion of this module, students should be able to:
?Display systematic understanding of some specified contemporary teaching & learning issues in second level schools
?Implement current best practice in teaching and learning research and classroom management in the light of contemporary educational research and classroom experiences
?Justify the value of collaborative co-operative teaching and the role of the whole school community in supporting communities of practice for fostering the holistic development and potential of all learners in second level schools and for the development of curriculum and pedagogy in this respect
?Demonstrate the ability to establish and maintain a purposeful, positive, safe, inclusive and productive learning environment as well as appropriate professional relationships in the school placement site through conducting the required directed professional research tasks
?Act and conduct all teaching, required school activities, research and pastoral care responsibilities in a manner that demonstrates understanding of the social and ethical responsibilities of all teachers in the context of the Teaching Council's Code of Conduct
?Demonstrate the ability to maintain and develop a self-reflective and self-transformative stance as teacher embracing openness to all learning in light of classroom and school experiences and reflections, and set readings
?Discuss relevant ideas pertaining to required professional and placement experiences and research, orally and in the written form, as appropriate to a developing professional across both the school and University settings.

Assessment: Total Marks 100: Continuous Assessment 100 marks (4 x 1,000 word reflective papers (25 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, 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%.

Formal Written Examination: No Formal 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.

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ED4301 Physical Activity, Sport and Disability

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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 activity programmes appropriate for individuals with disabilities. This module includes the following theoretical areas required for PE accreditation: Anatomical, physiological and biomechanical aspects of movement, Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan, Growth, Motor skill development of the child and adolescent and Disability and Movement.

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 individuals with disabilities.
?Design and deliver adapted 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 adapted physical activity programmes in order to inform delivery and implementation in subsequent weeks.
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x written assignments 1500 words each; 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%.

Formal Written Examination: No Formal 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).

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ED4304 Research Project

Credit Weighting: 5

Semester(s): Semesters 1 and 2. (Project Work).

No. of Students: Min 20, Max 60.

Pre-requisite(s): ED3319 Research Methods in Sports Studies and Physical Education

Co-requisite(s): None

Teaching Method(s): 6 x 1hr(s) Lectures (Plus Supervision by Lecturers).

Module Co-ordinator: Dr Kevin Cahill, School of Education.

Lecturer(s): Dr Fiona Catherine Chambers, School of Education; Dr Susan Crawford, School of Education; Dr Wesley O'Brien, 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. The module combines all the theoretical areas of Physical Education with Foundation and Professional Studies in teacher education.

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.
?Students will apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word research 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%.

Formal Written Examination: No Formal 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).

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ED4309 Health 3: Lifespan Health - Exercise Ageing and Health

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 10, Max 60.

Pre-requisite(s): ED3308 Health 1: Understanding Health and Wellness; ED3309 Health 2: Health Promotion

Co-requisite(s): None

Teaching Method(s): 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.
This module includes the following theoretical areas required for PE accreditation: Anatomical, physiological and biomechanical aspects of movement, Factors which inhibit and promote (Personal, Biological, Psychological Sociological, Environmental) participation in physical activity and sport, Physical activity/Sport Promotion and Health across the lifespan and Disability and Movement.

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 appropriate programmes for an ageing population.
?Plan, design and deliver physical activity programmes for an ageing population
?Evaluate and appraise physical activity programmes for an ageing population.
?Students will apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x In-class Presentation (50 marks); Reflections 2,000 words (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%.

Formal Written Examination: No Formal 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).

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ED4310 Coaching Science 3: Issues in Sports Coaching

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 10, Max 60.

Pre-requisite(s): ED3306: ED3307

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including Tutorials and Practicals).

Module Co-ordinator: Dr Wesley O'Brien, School of Education.

Lecturer(s): Dr Wesley O'Brien, 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 relevant to coaching. Areas covered by guest speakers could include performance analysis in sport, coaching for strength and conditioning, the coaching career path, scientific advancement within sports coaching, talent identification, 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 sports science from an athletic development and professional coaching perspective.
?Investigate topical issues within coaching science (e.g. talent identification, long term player development, functional movement screening and mobility).
?Prepare a sport specific athletic development programme.
?Compare and evaluate methods of performance analysis in sport.
?Students will apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x 2,000 word class assessment (50 marks); 1x In-class assessment (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%.

Formal Written Examination: No Formal 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).

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ED4311 Philosophy and History of Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (or 12 x 2hr lectures).

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: To promote reasoned reflection on issues in the philosophy of education since classical times and the detail of developments in the Irish education system since 1800

Module Content: Part A, Philosophy of Education: the module explores themes relating to the purpose of education and child-centredness through the exploration of educational ideas from the Greeks to progressivism and its critics.
Part B, History of Education: this section examines the structure of the Irish education system (primary and post-primary education) and critically assesses its development since the 19th century. It appraises the controversies which have arisen in the historical context of Irish education, reflects on how the complex historical issues relate to the development of Irish education and assesses the importance of socioeconomic and political factors in bringing about change in Irish education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Construct and sustain critical and coherently reasoned arguments in the light of some philosophical thinkers on education
?Recognise different understandings of the purpose of education on the basis of selected readings
?Demonstrate an ability to gather relevant data on different themes
?Reflectively describe and explain their own stance on teaching and learning in the light of some current readings in the philosophy and history of education
?Demonstrate conceptual frames that support positive engagement in the classroom
?Show a critical understanding of the social and ethical responsibilities of the teaching profession
?Demonstrate an ability to be self-transformative in the light of learning
?Demonstrate an ability to communicate philosophical and historical ideas clearly.

Assessment: Total Marks 100: Formal Written Examination 100 marks.

Compulsory Elements: Formal Written Examination.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40%.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Winter 2017.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018.

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ED4312 Professional Issues in Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Max 50.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including seminars and tutorials).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Dr Alicia Curtin, School of Education; Staff, School of Education; Mr Arthur Twomey, 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 (1x Presentation (50 marks); 1x written assignment 1,000 words (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%.

Formal Written Examination: No Formal 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).

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ED4313 Approaches to Teaching and Assessment in Physical Education

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 50.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 6 x 2hr(s) Lectures (including tutorials (class is a combination of theoretical and practical activities)); 12 x 1hr(s) Other (Minimum 12 hrs online interaction as well as self directed study).

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 a critical understanding of both planning and implementation of a range of curriculum and instructional models and their underpinning pedagogies and assessment approaches.

Module Content: Students explore model based learning in physical education and/or sport, both curriculum and instructional. 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. This module allows students to (a) explore and create innovative pedagogies and assessment tools and (b) to use these promote physical activity across the lifespan through both planning and effective implementation of high quality learning experiences in physical education practical areas.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically examine a range of pedagogical approaches to teaching Physical Education or Sport.
?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, lesson plans and learning walls based on a curriculum or instructional model in a particular school context.
?Work productively in a group context using key communication skills.
?Demonstrate numeracy and literacy skills in assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x 4,000 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%.

Formal Written Examination: No Formal 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).

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ED4314 Community Placement

Credit Weighting: 20

Semester(s): Semesters 1 and 2.

No. of Students: Min 1, Max 10.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 100hr(s) Placements (Min (100hrs) Experiential learning based on learning experiences during community placement).

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Dr Susan Crawford, 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 Community Placement Portfolio 400 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%.

Formal Written Examination: No Formal 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).

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ED4315 Research Project

Credit Weighting: 10

Semester(s): Semesters 1 and 2. (Project Work).

No. of Students: Min 20, Max 60.

Pre-requisite(s): ED3319

Co-requisite(s): None

Teaching Method(s): 4 x 1hr(s) Directed Study (Individual Supervision with lecturers); 8 x 1hr(s) Seminars (Individual Content with lecturers).

Module Co-ordinator: Dr Fiona Catherine Chambers, School of Education.

Lecturer(s): Dr Fiona Catherine Chambers, School of Education.

Module Objective: Students will research a specific area of interest in physical education, sports coaching, health, physical activity or professional studies in education.

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 physical education, sports coaching, health, physical activity or professional studies in education context. The module combines all the theoretical areas of Physical Education with Foundation and Professional Studies in teacher education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Apply research methodologies and techniques to an area of interest in the field of physical education, health, sport or professional studies in education.
?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.
?Apply numeracy and literacy skills to in-class activities and assignments.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 1000 words assignment 30 marks; 1 x 5000 words assignment 150 marks; student performance 20 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%.

Formal Written Examination: No Formal 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).

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ED4316 Placement 5

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 10 x 1hr(s) Lectures (Plus a 10 week block placement).

Module Co-ordinator: Ms Patricia Fitzpatrick, School of Education.

Lecturer(s): Ms Patricia Fitzpatrick, School of Education.

Module Objective: To enable students to gain further practical experience of planning, implementation and evaluation of curriculum, pedagogy and assessment in both Physical Education and their Specialist Arts subject. To provide students with the opportunity to play a stronger part in the wider school community, both inside and outside of the classroom.

Module Content: In this placement student teachers will continue to teach in both of their discipline areas, i.e. Physical Education and their Specialist Arts Subject. and so building upon the competencies developed in Placement 4. In addition, due to the black nature of this Placement, students will be given opportunities for genuine engagement in extracurricular and co curricular activities within the school. This module will challenge students to apply their knowledge of Anatomical, Physiological and Biomechanical aspects of movement and their understanding of growth and motor skill development of children and adolescence in a new setting within the school environment. It will facilitate them to address factors which inhibit and promote (Personal, Biological, Psychological, Sociological, Environmental) participation in physical activity and sport and afford them the opportunity to promote Physical Activity /Sport Promotion and Health across the lifespan through engaging with pupils in projects outside of classroom teaching.

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 and lesson plans 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 both within, and outside of, the lesson environment.
?Design appropriate assessment strategies for a range of learning environments.
?Develop communication and interpersonal skills to collaborate with all partners in education, in the development and implementation of learner oriented programmes.
?Track, report and reflect upon on the learning pathway of a pupil in the school.
?Establish and teach a 6-8 week extracurricular, co curricular activity in the school and maintain a Reflective Portfolio on same.
?Critically reflect on own practice, develop personal goals, and a professional career plan.
?Develop numeracy and literacy skills through engagement in all aspects of teaching practice.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1x 2,000 word Project/Portfolio).

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%.

Formal Written Examination: No Formal 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.

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ED4317 Historical and Philosophical Aspects of Physical Education, Sport and Physical Activity

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (Blended learning [6 x 2hr on-line and 6 x 2hr face to face]); Seminars.

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 theories of philosophy and their application to the historical context of physical education sport and physical activity

Module Content: The module adopts a multidisciplinary approach to the study of historical sport and the various philosophies that informed and contributed to these histories. The study of sport history in this course will employ both descriptive and interpretive approaches that offer the student a genealogy of pre-modern and modern sports with a focus on 19th and 20th century

We begin with sport in pre-modern civilizations (early Greece and the Roman Republic/Empire), move through the Middle Ages, the Renaissance and Enlightenment periods and into 19th century Europe and worldwide. We then explore the 20th century, late colonization, the Industrial Revolution, and high modernism sport before reaching recent (1950s-present) late capitalism/postmodern and current approaches to sport. Each phase will be associated with various philosophical positions not only on the body and the myriad notions of physical education and culture but on the place of sport as a mediated, constructed, and informing social institution.

Our consideration of philosophies, social practices, and influences will include moral and ethical issues in sport situations and an analysis of the actions and decisions as they relate to moral and aesthetic values. We will be acquainting ourselves with various philosophical schools and ethical theories and then using these as basis to formulate an informing philosophical and ethical orientation for one's own functioning as a sport participant, administrator, teacher/coach, advisor/practitioner or researcher.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically analyse key historical movements, periods and places in physical education, sport and physical activity
?Apply philosophical theories to current sociocultural issues in physical education, sport and physical activity contexts.
?Critically evaluate curricular and pedagogical approaches to physical education, sport and physical activity through the lenses of equity and inclusion and access.
?apply numeracy and literacy skills to in class activities and assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1x 4,000 word e-portfolio).

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%.

Formal Written Examination: No Formal 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.

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ED4318 Curriculum and Assessment

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 20, Max 50.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (including seminars and tutorials).

Module Co-ordinator: Dr Kevin Cahill, School of Education.

Lecturer(s): Dr Kevin Cahill, 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 critically analyse policy changes in practice
?Investigate ways of viewing assessment and critically 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
?Apply numeracy and literacy skills to assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Written Assignment 3000 - 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, 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%.

Formal Written Examination: No Formal 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).

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ED4319 The Teaching of Irish

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s):

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To develop a detailed understanding of the teaching of Irish in post-primary school settings within an overall communicative language teaching approach and framework.

Module Content: Establishing Irish as the language of classroom communication and interaction; current junior and senior cycle syllabi and approaches to Irish within a communicative language framework; developing the four skills of Irish language; sourcing and developing Irish language resources and tasks; foghraiocht na Gaeilge; an introduction to teaching literature in the Irish language classroom.

Learning Outcomes: On successful completion of this module, students should be able to:
?Express a thorough understanding of the particular issues pertaining to the teaching of Irish at all levels in the post-primary classroom.
?Show an understanding of the junior and senior syllabi requirements for Irish including the need for an integrated thematic approach to language development.
?Demonstrate an understanding of how Irish can be taught according to the principles of communicative language teaching as outlined in international research literature and the national syllabi
?Apply approaches to Irish language skill development in line with an appropriate focus on facilitating real and meaningful communication in the language
?Teach Irish in a manner sensitive to the varying needs of diverse student groups
?Plan for the needs of the variety of Irish language learning settings.
?Discuss international research on language teaching and integrate it with classroom practice experiences.
?Evaluate the quality of classroom Irish language learning in the light of contemporary debates on Irish and second language pedagogy generally
?Appreciate the need to be reflective about their developing Irish language pedagogical practices.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word research projects).

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%.

Formal Written Examination: No Formal 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).

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ED4320 Placement 4

Credit Weighting: 20

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 60.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 20 x 1hr(s) Lectures; 1 x 33weeks(s) Placements; 20 x 1hr(s) Tutorials.

Module Co-ordinator: Ms Patricia Fitzpatrick, School of Education.

Lecturer(s): Ms Patricia Fitzpatrick, School of Education; Staff, School of Education.

Module Objective: To enable students to gain practical experience of planning, implementation and evaluation of curriculum, pedagogy and assessment in both Physical Education and their Specialist Arts subject. Students will develop the competencies expected of student teachers by the profession, the knowledge and skills to embrace and lead change, and a personal commitment to engagement in the Continuum of Teacher Education (Teaching Council, 2011) across their teaching career.

Module Content: In this placement student teachers are expected to teach in both of their discipline areas, i.e. Physical Education and their Specialist Arts Subject. School placement affords student teachers the opportunity to develop their teaching skills in the school context, with guidance and support from both University tutors and Mentor teachers. Through practical teaching experience student teachers are given the opportunity to develop their knowledge-of-practice and their knowledge-for-practice (Teaching Council, 2011) and so, they develop the capacity to create safe, supportive, challenging, inclusive and engaging learning environments in the school context. Through observation of experienced teachers and continuous reflection on their own practice, student teachers are also enabled to develop their knowledge-of-practice (Teaching Council, 2011) and become critical learners in a way that enhances the quality of their engagement with curriculum, pedagogy and assessment. This module also challenges students to apply their knowledge of Anatomical, Physiological and Biomechanical aspects of movement and their understanding of growth and motor skill development of children and adolescence. It facilitates them to address factors which inhibit and promote (Personal, Biological, Psychological, Sociological, Environmental) participation in physical activity and sport. It increases their understanding of the Historical, Sociological and Philosophical aspects of Physical Education and affords them the opportunity to promote Physical Activity /Sport Promotion and Health across the lifespan.

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 and lesson plans 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 for a range of 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.
?Develop numeracy and literacy skills through engagement in all aspects of teaching practice.

Assessment: Total Marks 400: Continuous Assessment 400 marks ((200 hours of personal experience of directly teaching a class/classes in Physical Education and Arts Specialism), School Placement Visits (280 marks); Reflective Portfolio, Observations & Evidence of Planning (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, 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 pass the School Placement Visits element of the module by achieving 56 marks out of 140 (40%) in EACH of the following areas: Physical Education AND Arts Specialism. For students who do not satisfy this requirement, the overall mark achieved in the module and a 'Fail Special Requirement' will be recorded.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Autumn Supplemental.

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ED4328 The Teaching of English

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of English in their final degree or have some recognised academic attainment in the subject

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, 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:
?Demonstrate an understanding of the values and beliefs which underpin the teaching of the subject English.
?Teach the syllabi and programmes prescribed by the Department of Education and Skills: In Senior cycle: The Leaving Certificate English Syllabus (DES 1998); The Leaving Certificate Applied (LCA) Programme and the Transition Year (TY) Programme.
?The Junior cycle: The Specification for Junior Cycle English (DES 2013). Particular attention to the study of the new models of Assessment required in this new syllabus.
?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 (2 x 1,500 word projects (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, 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%.

Formal Written Examination: No Formal 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).

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ED4329 Second Language Education - French

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

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 Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Ms Jacinta C McKeon, School of Education.

Lecturer(s): Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Staff, School of Education.

Module Objective: To develop a thorough understanding of current second language pedagogy and its application to the teaching of a second language.

Module Content: Principles of communicative language teaching, cognitive and sociocultural concepts and theories of second language learning, teaching grammar communicatively, pronunciation, the four skills and strategy development, task-based language teaching, Junior and Senior cycle National syllabi, assessment in second language teaching, long and short term planning, differentiation for second language teaching, second language materials' development, second language classroom motivation, developing learner autonomy and use of ICT in second language teaching and learning.

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 (2 x 2,000 word reflective 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%.

Formal Written Examination: No Formal 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).

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ED4331 The Teaching of History

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of History in their final degree or have some recognised academic attainment in the subject.NoneNone

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dermot Lucey, School of Education; Staff, 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 (1 X 3000-4000 word reflective 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%.

Formal Written Examination: No Formal 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).

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ED4334 The Teaching of Mathematics

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Mathematics in their final degree or have some recognised academic attainment in the subject.None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (includes ICT practicals).

Module Co-ordinator: Mr Michael John Delargey, School of Education.

Lecturer(s): Mr Michael John Delargey, School of Education.

Module Objective: This module will introduce participants to the classroom methodology of reform-oriented mathematics. Teachers must be adept at interpreting concepts for learners. Successful completion of this module will enable participants to prepare resource rich teaching and learning plans for their classroom practices which are conceptually sound and research led.

Module Content: The genesis of Project Maths from 'new math' to reform-oriented mathematics. The mathematics-for-teaching-knowledge needed for the successful teaching of the content strands of Project Maths. A coherent and common approach to teaching mathematics from Junior Infants to Leaving Certificate. ICT in teaching mathematics. Communication in the mathematics classroom. Resource development and use in mathematics teaching. Active learning methodologies and the teaching and learning of mathematics. Developing contexts for teaching Project Maths content. Teaching problem solving - strategies for success. Strategies for teaching literacy and numeracy. Assessment in the reform-oriented classroom. Mathematics and Special Needs.

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 (2 x 2 word projects. One to be submitted at the end of each semester.).

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%.

Formal Written Examination: No Formal 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).

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ED6001 Effective Science Teaching

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 6, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED6002 Science, Technology and Society in Science Education

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 6, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED6020 Second Language Learning

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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 deeper understanding of the process of second language acquisition, second language theories, current research into second language learning and how second language acquisition theory and research might inform classroom practice in relation to the teaching of French, German, Irish, Italian, Spanish, Japanese, Chinese and English as an additional language in primary and post-primary schools.

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 the stages and sequences of second language acquisition. Investigate factors affecting L2 learning such as identity, motivation and use of technology. Compare naturalistic and instructed second language learning environments in order to better understand how instruction can (or cannot) affect L2 learning. Explore research into second language learning in immersion educational contexts and learning academic content for learners with English as an additional language.

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%.

Formal Written Examination: No Formal 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).

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ED6035 Dissertation in Education

Credit Weighting: 30

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 6 x 2hr(s) Seminars (Research); 4 x 1hr(s) Other (Supervisory Tutorials).

Module Co-ordinator: Dr Mary Horgan, 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 dissertation research and writing (15,000 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 appropriate research questions and create a research plan/design;
?Conduct a small scale inquiry and locate their inquiry in a broader research context;
?Critically examine 'values' as a key ingredient of education research;
?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 (Dissertation 15,000 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%.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination.

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ED6038 Teaching Children to Think

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 24 x 1hr(s) Directed Study.

Module Co-ordinator: Dr Fiachra Long, School of Education.

Lecturer(s): Dr Fiachra Long, School of Education.

Module Objective: To enable students to design a short course that might help their students to think more logically, creatively and critically.

Module Content: Some of the recent history of the philosophy with children movement; setting up thinking time, circle time, using the Socratic method with Harry Potter texts; teaching children to support opinions and develop arguments; thinking as a skill or as an art; developing higher order analytic skills in children; creative thinking in child and teacher.

Learning Outcomes: On successful completion of this module, students should be able to:
?Explain some historical approaches to doing philosophy with children
?Determine the purpose of thinking time for oneself and others
?Make connections between the process of thinking and child development
?Organise and operate a thinking group, using parameters already identified as important.

Assessment: Total Marks 300: Continuous Assessment 300 marks (1 edited reflective journal (1000 words; 50 marks); 1 mid-term paper on prescribed text (1000 words; 50 marks); 1 essay or practice-based research portfolio (3000 words; 200 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%.

Formal Written Examination: No Formal 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.).

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ED6042 Learning as Identity: Teaching Implications

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24hr(s) Directed Study (and research in the context of professional practice).

Module Co-ordinator: Dr Alicia Curtin, School of Education.

Lecturer(s): Dr Alicia Curtin, School of Education; Staff, School of Education.

Module Objective: To extend students' understanding of pedagogy in ways that could support their response to multiple identities in their own teaching practices

Module Content: This module will take one tenet within practice-based learning theory - that learning requires a transformation of a self - and will explore its implications for teaching, knowledge, curriculum, assessment, and the school as an institution. Two inter-related elements, agency and identity, will be studied in some depth in order to (re)conceptualise the teacher and the learner and to imagine different ways of being a teacher. The mediated nature of agency and identity will be investigated with reference to, and examples from case studies, from several educational (including informal/outside school) settings as well as from participants' own histories and current contexts

Learning Outcomes: On successful completion of this module, students should be able to:
?Describe and critique aspects of their own and others' professional practice with reference the sociocultural notions of identity, agency and mediation.
?Recognise the dynamic nature of the concepts theory and practice, and the distributed nature of knowledge and learning.
?Evaluate the theoretical stances underlying policy and portrayals of pedagogy in the context of their own professional settings.
?Formulate plans for modifying their own practice with reference to cultural bridging, identity transformation.

Assessment: Total Marks 300: Continuous Assessment 300 marks (In-course assignment (50 marks 1500 words). End of module assignment (250 marks 3500 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%.

Formal Written Examination: No Formal 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).

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ED6050 Sport Pedagogy in Physical Education and Youth Sport

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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 this 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 module employs innovative pedagogical approaches using cutting edge praxis (theory informed practice). 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 2,500 word Portfolios (150 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, 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%.

Formal Written Examination: No Formal 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.

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ED6056 Developing Numeracy in the Classroom

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24 x 1hr(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 current ideas in relation to the development of numeracy in contemporary Irish Classrooms

Module Content: Definitions and models of numeracy, numeracy and mathematics, numeracy across the curriculum, International and national numeracy policy, numeracy at a school level, numeracy in the classroom. Becoming a numerate teacher, empowering numerate pupils, changing professional practice.

Learning Outcomes: On successful completion of this module, students should be able to:
?Describe in detail contemporary definitions and models of numeracy and their impact in one?s classroom
?Critically analyse international, national and school policy initiatives
?Apply current numeracy theories and practice to their own school and classroom practices
?Develop and evaluate appropriate numeracy initiatives for use in their own teaching.

Assessment: Total Marks 300: Continuous Assessment 300 marks (in-course assignment - Reflective Paper and Oral Presentation on numeracy in one's practice, 1000 words, 50 marks; End of module assignment - Numeracy Action Research Project, 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%.

Formal Written Examination: No Formal 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).

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ED6057 Researching Contemporary Classroom Methodologies

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (lectures, workshops and seminars. Independent study required in terms of participation in an online discussion forum, reading and preparation for workshops and seminars).

Module Co-ordinator: Dr Maire Ni Riordain, School of Education.

Lecturer(s): Dr Maire Ni Riordain, School of Education.

Module Objective: Utilising an enquiry-based approach, students will explore and examine a range of innovative subject and specialist teaching methodologies for the contemporary classroom.

Module Content: Students will be introduced to contemporary classroom methodologies: theory and practice, active learning and evidence-based teaching. The format of the module will be largely workshop-based where students will explore different teaching, learning and assessment strategies and technologies that will support key contemporary developments in curriculum innovation in Ireland, while examining international research on best practice. Students will be introduced to enquiry-based learning and supported in the development and implementation of an enquiry-based learning project on their own classroom/professional context. The module culminates with students sharing their research posters in a showcase on evidence-based teaching.

Learning Outcomes: On successful completion of this module, students should be able to:
?Identify and evaluate a range of methodologies to enhance teaching, learning and assessment in their specific subject specialism/professional context;
?Design and deploy a specific methodology to enhance teaching in their classroom or professional practice context;
?Use critical reflection to support their use of interactive methodologies and technologies in the classroom or professional practice context;
?Evaluate methodologies and technologies that support key contemporary developments in Irish education;
?Critically examine relevant research in the field and identify potential areas for research.

Assessment: Total Marks 300: Continuous Assessment 300 marks (In-module assessment consisting of mini-portfolio (150 marks - 3000 words) and student presentation of a research poster (150 marks), based on an enquiry-based learning project, to be submitted 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% (In order to pass the module, a student must achieve at least 40% in both parts of the continuous assessment).

Formal Written Examination: No Formal 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).

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ED6059 Intersections of Identity and Practice in Inclusive and Special Education

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study.

Module Co-ordinator: Dr Kevin Cahill, School of Education.

Lecturer(s): Dr Kevin Cahill, School of Education; Dr Dan O'Sullivan, School of Education; Staff, School of Education.

Module Objective: Students will evaluate core conceptual constructs in inclusive and special education with a particular focus on SEN. Students will develop understandings of theory, policy and practice relating to inclusive and special education.

Module Content: Among topics to be considered are the following:
Considering theories of social justice in inclusive and special education
Conceptualising issues of identity and SEN
Developing inclusive and special education practice in mainstream primary and post-primary classrooms
Developing innovative curriculum, pedagogy and assessment interventions for inclusion
Conceptualising inclusive education as a broad concept encompassing the areas of SEN, gender, race/ ethnicity, socio-economic status and other areas
Critically evaluating education and school cultures with regard to inclusive policy and practice
Researching special/inclusive education practices in education settings.

Learning Outcomes: On successful completion of this module, students should be able to:
?Outline theoretical perspectives on inclusive and special education from a social justice perspective
?Demonstrate an understanding of inclusive practice in primary and post-primary school settings
?Demonstrate a critical awareness around identity and SEN (considering intersections of race/ethnicity, gender and social class; biopsychosocial perspectives on human development)
?Evaluate the constructions of (dis)ability and difference in popular media and culture
?Design teaching, learning and assessment interventions relevant to inclusive and special education (collaborative strategies, inquiry-based learning, curriculum design, incorporating ICT for inclusion, etc)
?Critically evaluate special and inclusive education practices in a variety of education settings.

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%.

Formal Written Examination: No Formal 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).

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ED6060 Child Development, Play and Active Learning in Early Childhood

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study (and research within the context of professional practice).

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 importance of, and appreciation of, play and active learning in early childhood.

Module Content: This module is concerned with the place of play and active learning in the development and education of young children. It seeks to interrogate different contemporary concepts and theoretical perspectives on childhood development, early years curricula, play and active learning; appreciating the significance of play, creativity and imagination in children's lives and learning; conceptualising issues around play and active learning; developing innovative pedagogical approaches to play and active learning; researching play and active learning in early years education settings. Key themes may include: contemporary curricular perspectives; contemporary curricula in Ireland and selected countries; child development and wellbeing; intervention studies in education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Have a critical understanding of the development of play in early childhood and its significance in young children's lives and learning;
?Demonstrate the ability to question concepts and theories of childhood, play, active learning and child development and to interrogate their underpinning assumptions;
?Be able to reflect critically on the role of the educator, play and active learning in early childhood;
?Compare and contrast provision in various countries from a contemporary perspective;
?Demonstrate a willingness to work independently;
?Present orally an in-class assignment;
?Critically evaluate education and school cultures with respect to play and active learning.

Assessment: Total Marks 300: Continuous Assessment 300 marks (In course assignment (150 marks - 2000 words); End of Module assignment (with empirical component) (150 marks - 3000 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%.

Formal Written Examination: No Formal 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).

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ED6061 Understanding Educational Research and Recent Trends

Credit Weighting: 15

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 6, Max 10.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 24 x 1hr(s) Directed Study (and research within the context of professional practice).

Module Co-ordinator: Dr Fiachra Long, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To offer a general understanding of Research Methods applicable to Education and to introduce students to recent trends such as the Bologna Agreement

Module Content: Over the course of the module, students will be introduced to the philosophy of educational research, the parameters involved in the educational study of humans, systems and signs, the methods involved in empirical research, both qualitative and quantitative and pointers towards the formulation of a form of writing acceptable at doctoral level and engaged with recent educational trends. Through lectures and tasks, students will learn how to prepare a research plan, gather and analyse both qualitative and quantitative data, address research questions and hypotheses, and formulate their reports to an acceptable standard.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically evaluate and develop an informed position on research paradigms
?Critically evaluate a range of research methods applicable to Educational Research
?Critically develop an appropriate ethical framework for research
?Outline the implications of the Bologna process and the European Qualifications Framework for Teaching, Learning and Assessment
?Evaluate the role of Learning Outcomes in Teaching, Learning and Assessment
?Critically evaluate a range of avenues relevant to educational research e.g., the human learner, the school of curriculum system, the human or social interactions
?Critically establish a viable research plan.

Assessment: Total Marks 300: Continuous Assessment 300 marks (In-module assessment consisting of a Research Plan 100 marks (2000 words); project on European Trends in Education 100 marks (2000 words); project on Fundamental Orientations and Methods 100 marks (2000 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%.

Formal Written Examination: No Formal 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).

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ED6090 Science Concepts for the Primary School

Credit Weighting: 15

Semester(s): Semester 1.

No. of Students: Min 6, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED6091 Minor Dissertation on Primary Science Teaching

Credit Weighting: 30

Semester(s): Semester 2.

No. of Students: Min 6, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: 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%.

Formal Written Examination: No Formal 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.).

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ED6101 Teaching Life and Living Processes (Part I)

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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).

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ED6102 Teaching Materials (Part I)

Credit Weighting: 10

Semester(s): Semester 2.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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.).

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ED6103 Teaching Energy and Forces (Part I)

Credit Weighting: 10

Semester(s): Semester 3.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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.).

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ED6104 Teaching Life and Living Processes (Part II)

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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.).

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ED6105 Teaching Materials (Part II)

Credit Weighting: 10

Semester(s): Semester 2.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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.).

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ED6106 Teaching Energy and Forces (Part II)

Credit Weighting: 10

Semester(s): Semester 3.

No. of Students: Min 12, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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): Ms Nunci O'Mahony, School of Education; Mr Sean Finn, School of Education; Mr Noel Brett, School of Education; Dr Declan Kennedy, 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%.

Formal Written Examination: No Formal 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.).

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ED6201 Special Educational Needs - School Organisation and Practice

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will research and evaluate support provision in own school;
Evaluate own support role;
Identify, discuss, evaluate and apply central guidelines, emerging policies, core curriculum and organisational models;
Apply course principles and methodologies in supervised school practicum.

Module Content: Development of Special Education and Learning Support provision in own school; Core legislative issues, policies, values and provision; curriculum guidelines for pupils with SEN; Learning Support and Inclusion Guidelines, primary and post-primary; School Organisation Provision and Practice including Staged Approach towards addressing continuum of need; Developing role of special schools; Whole school approaches; Collaborative practices; Models of provision including team teaching; Four school visits.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate thorough understanding of relevant guidelines and emerging policies relating to Inclusion.
?Apply such principles and processes in classroom practice.
?Identify the support needs of pupils with Learning Support and Special Educational Needs
?Demonstrate supervised competence in Learning Support Teaching and the Teaching of pupils with Special Educational Needs.
?Identify, reflect on and develop present provision in own school
?Develop organisational and administrative competencies
?Collaborate with school staff and other professionals to develop whole school approaches and inclusive dispositions towards the support needs of pupils
?Identifying and developing existing knowledge and competencies in SEN provision in own school
?Demonstrate knowledge, understanding, skills and competencies in a supervised school practicum.

Assessment: Total Marks 200: Continuous Assessment 200 marks (End of Module School Study; 3000-5000 words; together with supervised teaching practice).

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 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.

Formal Written Examination: No Formal 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).

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ED6202 Assessment for and of Individual Pupil Learning and Attainment

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will evaluate and use appropriate tests in pupil diagnosis and attainment. Students will interpret, apply and review tests results in appropriate teaching methodologies.
Teachers will collaborate with other professionals, school colleagues and home support in assessing, planning, implementing and reviewing educational plans

Module Content: Key concepts in psychological and sociocultural learning theories, curriculum development, assessment and test administration and interpretation with particular emphasis on differentiation in the planning, implementation and review of appropriate curriculum for pupils with SEN.

Learning Outcomes: On successful completion of this module, students should be able to:
?Evaluate appropriate assessment materials for pupil diagnosis and attainment
?Apply and administer such test and assessment materials in classroom practice
?Interpret such test and assessment results
?Implement and review appropriate intervention and support, particularly in respect of literacy and numeracy needs
?Collaborate effectively with other professionals, school colleagues and parents/carers.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3000-5000 words assignment [Two Individual Education Plans]).

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%.

Formal Written Examination: No Formal 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).

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ED6203 Curriculum Provision and Teaching Methodologies for Pupils with Special Educational Needs

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 20 x 1.5hr(s) Lectures (In addition, students will devote school time to implement and evaluate an appropriate pupil programme.); 4 x 1.5hr(s) Workshops.

Module Co-ordinator: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will administer a range of assessment procedures with an individual pupil. Students will interpret assessment and test results and implement a Pupil Programme of supervised classroom lessons, utilising appropriate methodologies and approaches

Module Content: Devise, deliver and review a Pupil Programme of support and intervention for a pupil based on an Individual Education Plan.

Learning Outcomes: On successful completion of this module, students should be able to:
?Select pupils with Special educational Needs and construct, implement and review a series of specific classroom interventions over a designated period
?Demonstrate an ability to differentiate the curriculum in the context of facilitating the inclusion of pupils with special educational needs
?Demonstrate an understanding and knowledge of teaching methodologies and approaches effective with pupils with special educational needs.

Assessment: Total Marks 200: Continuous Assessment 200 marks (Pupil Programme - 3000 - 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%.

Formal Written Examination: No Formal 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).

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ED6204 Supporting Pupils with Additional Learning Needs

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will develop an awareness and understanding of the learning needs of pupils across the different categories of disability and the ways in which these needs may affect teaching and learning

Module Content: Additional teacher supports which address learning needs which may arise from assessed sensory disabilities, physical disabilities, intellectual disabilities and emotional and behaviour difficulties.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate awareness and understanding of learning needs arising from different categories of disability, through reading, workshop discussion, written and oral presentation and investigative classroom practice
?Demonstrate organisational and administrative competence in addressing learning needs arising from different categories of disability
?Research and deliver a presentation to fellow course participants on classroom interventions to address learning needs arising from a selected category of disability.

Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3000-5000 word study of additional learning needs arising from selected category of disability).

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%.

Formal Written Examination: No Formal 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).

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ED6205 Contemporary Issues in Special Educational Needs

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will research contemporary, developing issues pertinent to the teaching, organisation, understanding and inclusion of pupils with Special Education and Learning Support Needs

Module Content: Develop an understanding of contemporary conceptualisations of SEN, through lectures, workshops, workplace research and reading.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a critical understanding of contemporary developments pertaining to inclusion and models of provision for pupils with additional needs.
?Demonstrate a critical understanding of contemporary developments in curriculum design and delivery, particularly with respect to the domains of literacy and numeracy.
?Demonstrate a critical understanding of contemporary developments relating to assessment, assistive technology, transitioning and differentiation.
?Demonstrate a critical understanding of contemporary developments relating to various categories of disability and challenging behaviour.

Assessment: Total Marks 200: Continuous Assessment 200 marks (End of Module Essay - 3,000 - 5,000 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%.

Formal Written Examination: No Formal 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).

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ED6206 Developing Inclusive Practice and Provision

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 20 x 1.5hr(s) Lectures (In addition, independent learning time and school research.); 4 x 1.5hr(s) Workshops.

Module Co-ordinator: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: Students will research, develop and apply effective and inclusive SEN practice and provision in their own classrooms and schools.

Module Content: Evaluate existing provision in own school;
Attend placement in another educational setting;
Develop aspects of SEN provision in own school through whole-school planning;
Re-evaluate support roles in own school.

Learning Outcomes: On successful completion of this module, students should be able to:
?Record, evaluate and adopt where appropriate, observed school and classroom organisation and practice;
?Plan for placement, describe experience and reflect on contribution to professional and school development;
?Review school study and present proposals to further develop support service in own school;
?Re-evaluate support roles and develop calendar of planned supports;
?Plan for continuing CPD provision in own school.

Assessment: Total Marks 200: Continuous Assessment 200 marks (Placement Report 1500 - 2500 words [100 marks]; School Needs Review 1500 - 2500 words [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%.

Formal Written Examination: No Formal 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).

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ED6212 Portfolio Project

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): NONE

Co-requisite(s): NONE

Teaching Method(s): 12 x 2hr(s) Lectures; 12 x 2hr(s) Other (self-directed study).

Module Co-ordinator: Dr Siobhan Dowling, School of Education.

Lecturer(s): Staff, School of Applied Psychology; Staff, School of Education.

Module Objective: The portfolio project is designed to function as a culminating activity in the MA in Applied Pyschology (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 ED6213 and ED6214, the module is organised around two broad and interrelated themes: (i) educational disadvantage and multiculturalism and (ii) special needs. 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/or a student from a multicultural context, 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, multiculturalism, self and identity, and special needs;
?critically evaluate the theoretical literature on educational disadvantage, multiculturalism, and 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%.

Formal Written Examination: No Formal 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.

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ED6213 Educational Disadvantage and Multiculturalism: Learning and Identity

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (Seminar; small group work; Online; Presentations).

Module Co-ordinator: Dr Tracey Connolly, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: The module is designed to introduce guidance counsellors to the theory, policy and practice in relation to inter-culturalism, multi-culturalism, and educational disadvantage.

Module Content: The module addresses the following themes: multi-culturalism, 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 multi-culturalism, 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 (4,000 word 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%.

Formal Written Examination: No Formal 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.

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ED6214 Inclusion and Learning for Students with Special Educational Needs: Identity & Disability

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 5, Max 20.

Pre-requisite(s): NONE

Co-requisite(s): NONE

Teaching Method(s): 12 x 2hr(s) Lectures (Seminar; Small group work; Online; Presentations).

Module Co-ordinator: Dr Siobhan Dowling, School of Education.

Lecturer(s): Staff, School of Applied Psychology; Staff, 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 (4,000 word 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%.

Formal Written Examination: No Formal 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.

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ED6301 Philosophy and History of Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (or 12 x 2hr lectures).

Module Co-ordinator: Dr Tracey Connolly, School of Education.

Lecturer(s): Dr Fiachra Long, School of Education; Dr Tracey Connolly, School of Education.

Module Objective: To promote reasoned reflection on issues in the philosophy of education and the detail of developments in the Irish education system since 1800

Module Content: Part A, Philosophy of Education: the module explores themes relating to the purpose of education and
child-centredness through the exploration of educational ideas.

Theme 1 The Contribution of the Greek Philosophers
Theme 2 Enlightenment and the move to Progressivism
Theme 3 Progressivism and its decline

Part B, History of Education: this section examines the structure of the Irish education system (primary and
post-primary education) and critically assesses its development since the 19th century.

Theme 1 Controversies which have arisen in the historical context of Irish education
Theme 2 Complex historical issues relating to the development of Irish education
Theme 3 Socioeconomic and political factors bringing about change in Irish education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Construct and sustain critical and coherently reasoned arguments about forces that have shaped Irish education including the period since 1800
?Recognise and explain different understandings of the purpose and meaning of education
?Demonstrate critical knowledge of different themes and an ability to problem-solve in different contexts
?Reflectively describe and explain their own stance on teaching and learning in the light of current readings in the philosophy and history of education
?Demonstrate conceptual frames that support positive engagement in the classroom and show original capacity drawing conclusions from limited evidence
?Reveal a critical understanding of the social and ethical responsibilities of the teaching profession
?Show an ability to become self-transformative and largely self-directed in their pursuit of new knowledge, attitudes and skills
?Demonstrate an ability to communicate philosophical and historical ideas clearly and with innovation.

Assessment: Total Marks 100: Formal Written Examination 100 marks.

Compulsory Elements: Formal Written Examination.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40%.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Winter 2017.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018.

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ED6302 Introduction to Psychology and Sociology of Education

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (or 12 x 2hr lectures).

Module Co-ordinator: Dr Karl Kitching, School of Education.

Lecturer(s): Dr Karl Kitching, School of Education; Staff, 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: Changing Societal Contexts Constructing Adolescence/Young People.
Educability: Perspectives, Practices and Structures which 'Fix' and 'Change' Ability Well-being, Identity and Development: Contexts and Challenges.
Perspectives on Learning: Influences and Implications.
The 'Good' Teacher and Teaching? Intentions, Processes and Outcomes of Teaching, Learning and Assessment.
Schools as Agents of Social Stratification/Inequality Reproduction: Structures of Class, Race-Ethnicity and Gender-Sexuality.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate detailed knowledge and understanding of key psychological and sociological constructs relating to student development and achievement.
?Critically draw on these concepts in an interdisciplinary manner to evaluate issues of student development and achievement.
?Apply this analysis and evaluation to inform and develop their school practice.

Assessment: Total Marks 100: Formal Written Examination 100 marks.

Compulsory Elements: Formal Written Examination.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40%.

Formal Written Examination: 1 x 1.5 hr(s) paper(s) to be taken in Summer 2018.

Requirements for Supplemental Examination: 1 x 1.5 hr(s) paper(s) to be taken in Autumn 2018.

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ED6303 Curriculum and Assessment

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Stephen O'Brien, School of Education.

Lecturer(s): Dr Stephen O'Brien, School of Education; Staff, School of Education.

Module Objective: To develop critical engagement with curriculum and assessment theories, concepts, policies and practice and plan for effective school/classroom responses.

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.

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 3,000-4,000 word action 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%.

Formal Written Examination: No Formal 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).

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ED6306 Inclusion - Special Educational Needs and Multicultural Education

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures (Team teaching approach adopted in whole group lecture format).

Module Co-ordinator: Dr Dan O'Sullivan, School of Education.

Lecturer(s): Dr Dan O'Sullivan, School of Education; Dr Karl Kitching, School of Education; Staff, School of Education.

Module Objective: To develop key inclusionary theories, concepts, policies and practices in relation to Special Educational Needs (SEN) and Multicultural Education

Module Content: The module content introduces students to conceptual and practice-based issues pertaining to the inclusion of learners with special educational needs in educational settings. The module content also includes a conceptual treatise of varying approaches to multicultural education and critical engagement with culturally responsive forms of pedagogy. Student teachers are personally/professionally encouraged to forge close theory-practice links and engage effective school/classroom responses.

Learning Outcomes: On successful completion of this module, students should be able to:
?Display informed understanding of ethnocentric trends in cultural settings and implement effective pedagogical responses. Demonstrate informed understanding of emerging issues pertaining to the inclusion of learners with special educational needs.
?Demonstrate a critical awareness of policy, legislation and support provision relevant to the inclusion of learners with special educational needs in an Irish context.
?Discuss and analyse factors that mediate cultural change and special educational needs provision in school settings.
?Argue for the value of collaborative teaching and the role of staff in supporting communities of practice as a context for the development of inclusive strategies for learners from different backgrounds and abilities.
?Select from a range of procedures in both long-term and short-term planning to establish and maintain a purposeful, positive, safe and inclusive working atmosphere in the classroom mindful of special educational needs and culturally relevant pedagogy.
?Act in a wide variety of ways appropriate to the teaching of students with special educational needs and demonstrate an awareness of the complexity of students learning in multicultural and mixed ability settings.
?Teach in inclusive ways by acting as an advocate on behalf of all learners, and by taking significant responsibility for the learning of students from diverse cultural backgrounds and students with special educational needs.
?Maintain a self-reflective and self-transformative stance on issues of inclusion in the light of observations and active engagement in the school environment, readings and formal and informal feedback sessions.
?Recognise the professional commitment required to teach in differentiated environments and communicate these ideas clearly in professional contexts.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3,000-4,000 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%.

Formal Written Examination: No Formal 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).

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ED6308 The Teaching of Business Studies

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Business Studies in their final degree or have some recognised academic attainment in the subject

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To introduce students to the curricula and to effective pedagogy of business subjects at all levels of the post-primary school.

Module Content: Business Studies and contemporary society; Approaches in Business Studies Education; Rationale for inclusion of Business Studies on the post primary curriculum; Problem-based learning and project work in Business Studies; Business Studies literacy; Development of long and short term planning for the teaching of Business Studies; Key Elements of Business Studies: Accounting and Economics curricula; Use of ICT to support planning and teaching of Business Studies lessons; Formative and summative assessment for Business Studies; Suitable teaching methodologies for the three subjects of the Business Studies curriculum at Junior and Senior Cycle levels.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically analyse and evaluate the strengths and weaknesses of the current Business Subjects' curricula.
?Develop and implement a logical, appropriate and coherent yearly scheme of work for each of the Business subjects.
?Design and teach lesson plans which meet the learning outcomes as required by the syllabus for each subject
?Plan, select and use appropriate ICT resources in teaching Business Studies lessons.
?Implement active and progressive teaching approaches in Business Studies based on the needs of the student and the curriculum.
?Develop and implement an innovative Business Studies curriculum based on the new Junior Cert short courses.
?Synthesise all elements of Business Studies pedagogy to enable creative and efficient teaching and learning of Business Studies at all levels.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2.).

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%.

Formal Written Examination: No Formal 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).

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ED6309 The Teaching of Civic, Social and Political Education

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of sociology or politics in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Mr Gearoid O'Brien, School of Education; Staff, 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: The four themes of the CSPE course comprising: The Individual & Citizenship; The Community; the State/Ireland & Ireland and the World will be examined in an integrated way. Themes will include: Historical context of CSPE in Ireland & internationally; Critical development of concepts like participative democracy & citizenship, & the pragmatic dimension of being an active citizen: progressive pedagogical approaches to support the understanding and application of these ideas; Globalisation & citizenship: pedagogical issues appropriate to the classroom involving local communities; Sustainable development & citizenship: pedagogical issues appropriate to the classroom involving local communities; Rights & responsibilities in the context of the legal system & in terms of the notion of social & moral contracts, the common good; How inclusion, equity & social justice within education connect with themes of citizenship & participation: pedagogies for the promotion of these values & that model these values; Tolerance, conflict resolution, defending points of view. Special emphasis will be placed on the use of active learning methodologies (e.g. research, group work, discussion, simulation & action activities) to promote understanding & ownership of the key CSPE curriculum topics and concepts, e.g. democracy, rights and responsibilities, human dignity, interdependence, development, law and stewardship. Students will be encouraged to promote key attitudes and values in their classrooms in line with the syllabus including an appreciation and respect for differing viewpoints, an awareness and respect for rights of indivduals and groups in society, a respect for critical thought and non-violent means of resolving conflict in society and a commitment to oppose prejudice, discrimination and social injustice. The Report on the Action Project (RAP) & the Coursework Assessment Booklet (CWAB) as innovative elements of assessment will also be discussed & explored.

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.
?Critically evaluate the CSPE syllabus and its assessment guidelines.
?Develop and implement 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.
?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.
?Teach in inclusive ways by acting as an advocate on behalf of all learners, and by taking significant responsibility for the learning of all students.
?Maintain a self-reflective and self-transformative stance on civic, social and political issues.
?Critically analyse the ethical impact on themselves of teaching the subject area civic, social and political education in schools.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6312 The Teaching of English

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of English in their final degree or have some recognised academic attainment in the subject

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Marjorie Kinsella, School of Education; Staff, 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 Junior Certificate English syllabus prescribed by the Department of Education and Skills for secondary schools.
?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 (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6313 The Teaching of a Second Language 1A

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

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 Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Ms Jacinta C McKeon, School of Education.

Lecturer(s): Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Staff, School of Education.

Module Objective: To develop a thorough understanding of current second language pedagogy and its application to the teaching of a second language.

Module Content: Principles of communicative language teaching, cognitive and sociocultural concepts and theories of second language learning, teaching grammar communicatively, pronunciation, the four skills and strategy development, task-based language teaching, Junior and Senior cycle National syllabi, assessment in second language teaching, long and short term planning, differentiation for second language teaching, second language materials' development, second language motivation, developing learner autonomy and use of ICT in second language teaching and learning.

Learning Outcomes: On successful completion of this module, students should be able to:
?Articulate a thorough understanding of contemporary communicative language teaching principles and their application to second language teaching.
?Demonstrate a thorough knowledge of the main concepts of second language pedagogy in light of their own teaching experience.
?Demonstrate mastery of a complex range of skills in the specialised area of the teaching of a second language. Use a range of skills to conduct closely guided research.
?Exercise appropriate judgement in the selection of the skills and strategies to best meet the needs of a diverse group of pupils in a second language classroom.
?Teach a second language in a way that is sensitive to the challenges of a wide range of contexts in which the needs of pupils vary.
?Self-evaluate their developing practice as a second language teacher so that they continue to enhance all aspects of their teaching.
?Integrate theory and practice in the development of communicative competence in the target language among learners.
?Evaluate the quality of classroom practice in relation to pupil learning in the light of contemporary second language pedagogy.
?Appreciate the need to continue to develop their understandings and practice of second language pedagogy.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word research projects (50 marks each); one to be submitted at the end of each Semester 1 and 2.).

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%.

Formal Written Examination: No Formal 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).

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ED6314 The Teaching of a Second Language 1B

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

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 Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Ms Jacinta C McKeon, School of Education.

Lecturer(s): Ms Jacinta C McKeon, School of Education; Dr Brian Murphy, School of Education; Staff, School of Education.

Module Objective: To develop a thorough understanding of current second language pedagogy, its application to the teaching of the language and a more in depth understanding of a selection of key aspects of second language teaching.

Module Content: Teaching a second language through the target language and use of the mother tongue, characteristics of teacher talk, researching second language classroom interaction, second language learning theories and their application to second language teaching, content and language integrated learning, the use of authentic texts in the second language classroom and the role of identity in second language learning.

Learning Outcomes: On successful completion of this module, students should be able to:
?Articulate a thorough understanding of contemporary communicative language teaching theory and principles and their application to second language teaching especially the principle of teaching through the target language.
?Demonstrate a thorough knowledge of the main concepts with particular emphasis on use of the target language and the mother tongue.
?Demonstrate mastery of a complex range of skills in the specialised area of the teaching of a second language. Use a range of skills to conduct closely guided research with particular reference to use of the target language and the mother tongue.
?Exercise appropriate judgement in the selection of the skills and strategies to best meet the needs of a diverse group of pupils in a second language classroom.
?Teach a second language in a way that is sensitive to the challenges of a wide range of contexts in which the needs of pupils vary.
?Self-evaluate their developing practice as a second language teacher so that they continue to enhance all aspects of their teaching.
?Integrate theory and practice in the development of communicative competence in the target language among learners.
?Evaluate the quality of classroom practice in relation to pupil learning in the light of contemporary second language pedagogy.
?Appreciate the need to continue to develop their understandings and practice of second language pedagogy.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word projects (50 marks each); one to be submitted at the end of each Semester 1 and 2.).

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%.

Formal Written Examination: No Formal 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).

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ED6315 The Teaching of Geography

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Geography in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Mr John Mulcahy, School of Education; Staff, School of Education.

Module Objective: To introduce students to the syllabi and programmes of Geography operating in post-primary schools and to the pedagogies and assessment procedures appropriate to the subject

Module Content: This module examines the nature of Geography as a school subject and its place in the curriculum against the background of the new Junior Cycle Framework document and the Leaving Certificate programme. It examines the present syllabi, emphasising the autonomy given to the teacher in planning, choice of settings and selection of pedagogies. Attention is given to the construction of lessons, innovative pedagogies, selection of resources and formative assessment. The final element is preparation for being part of a departmental team responsible for the planning and development of the subject.

Learning Outcomes: On successful completion of this module, students should be able to:
?Synthesise the key principles and concepts underlying the subject, Geography, as it relates to secondary education in Ireland
?Demonstrate a critical awareness of current issues raised in the Junior and Senior Cycle Geography syllabi and new research-informed insights informed by development in the areas of Geography
?Critically appraise the Junior and Senior Cycle Geography syllabi and corresponding assessment guidelines
?Develop and implement lessons and a course of study incorporating appropriate pedagogic strategies for the promotion of learning in Geography
?Design and apply appropriate resources in the teaching of Geography including ICT
?Act in a wide variety of ways appropriate to the teaching of Geography including engaging in collaborative subject planning and promoting Geography at school level
?Assume responsibility for the development of classes and individual students as Geographical learners including developing appropriate assessment modes and providing feedback to students
?Self-evaluate, reflect and take responsibility for their continuing academic and professional development as Geography teachers
?Analyse the ethical impact on themselves of teaching Geography and communicate conclusions and the knowledge and rationale underpinning these clearly and unambiguously through discussion, reflection, and module assignments.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6316 The Teaching of History

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of History in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dermot Lucey, School of Education; Staff, 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 the Junior and Leaving 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:
?Synthesise the key principles and concepts underlying the subject, History, as it relates to secondary education in Ireland.
?Critically analyse the Junior and Leaving Cycle History syllabi and their assessment guidelines.
?Justify 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.
?Develop and implement 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 (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6317 The Teaching of Mathematics

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Mathematics in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures (including ICT practicals).

Module Co-ordinator: Mr Michael John Delargey, School of Education.

Lecturer(s): Mr Michael John Delargey, School of Education.

Module Objective: This module will introduce participants to the classroom methodology of reform-oriented mathematics. Teachers must be adept at interpreting concepts for learners. Successful completion of this module will enable participants to prepare resource rich teaching and learning plans for their classroom practices which are conceptually sound and research led.

Module Content: The genesis of Project Maths from 'new math' to reform-oriented mathematics. Mathematics-for-teaching-knowledge. A coherent and common approach to teaching mathematics from Junior Infants to Leaving Certificate. ICT in teaching mathematics. Communication in the mathematics classroom. Resource development and use in mathematics teaching. Active learning methodologies and the teaching and learning of mathematics. Developing contexts for teaching Project Maths content. Teaching problem solving - strategies for success. Strategies for teaching literacy and numeracy. Assessment in the reform-oriented classroom. Mathematics and Special Needs.

Learning Outcomes: On successful completion of this module, students should be able to:
?Describe the advent of reform-oriented mathematics up to and including Project Maths.
?Critically explore issues concerning mathematics teaching and learning.
?Rationalise and appreciate the vital distinction between mathematics knowledge and mathematics-for-teaching knowledge and its impact on classroom practice.
?Reflect on and explain their own stance on teaching and learning as mathematics teachers within the context of current literature on professional practice.
?Prepare and implement a range of teaching resources and active methodologies for use in their classroom teaching.
?Critically analyse and discuss the nature of ICT use in teaching mathematics.
?Apply teaching strategies to develop the literacy and numeracy competencies of their pupils.
?Use assessment techniques appropriate to reform-oriented mathematics.
?Describe and explain their own stance on teaching and learning as mathematics teachers within the context of current literature on professional practice.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word projects (50 marks each); one to be submitted at the end of each semester 1 & 2.).

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%.

Formal Written Examination: No Formal 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).

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ED6318 The Teaching of Music

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Music in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Siobhan Dowling, School of Education.

Lecturer(s): Dr Siobhan Dowling, School of Education; Staff, School of Education.

Module Objective: To provide varied musical experiences and factual information to enable PME 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 the junior cycle syllabus 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:
?Critically evaluate and implement all aspects of the Junior and Leaving Certificate Music syllabi.
?Design a range of lesson plans incorporating a variety of teaching methods and progressive pedagogies to include the performance, listening and composing components of the music curriculum.
?Conduct music lessons with conviction while engaging the students with challenging material.
?Foster music appreciation and promote musical awareness and literacy in second level schools.
?Develop and facilitate performing skills both of individuals and groups.
?Organise school musical groups, i.e. choirs, groups, orchestras and musicals.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6319 The Teaching of Religious Education

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Religion in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Siobhan Dowling, School of Education.

Lecturer(s): Dr Siobhan Dowling, School of Education; Staff, School of Education.

Module Objective: To enable initial teachers to use imaginative and creative pedagogies in the teaching of Religious Education.

Module Content: Religious Education and the Creative Arts; Approaches in Religious Education; Concept-Cracking Methodology; Theological, Religious, and Philosophical Literacy; Spiritual Development; World Religions; Religious Practices; Current Debates in Religious Education; Fundamental and Special Morality; Bio-Ethics; Biblical Hermeneutics; Hebrew/Christian Scriptures; Church History; Christian Denominations; Orthodox Christianity; Sacraments; New Religious Movements; Death Education; Liturgical Year; Interfaith Holy Days, Feasts, and Festivals; Prayer and Meditation.

Learning Outcomes: On successful completion of this module, students should be able to:
?Display a systematic knowledge and understanding of Sacred Texts including the Bible; Christianity - Origins and Contemporary Experience; World Religions; Secular Belief Systems; Ethics; Systematic Theology and Philosophy of Religion.
?Possess a comprehensive knowledge of Religious Education Syllabi as prescribed by the Department of Education and Skills.
?Display a critical awareness of National curriculum developments, and current research in Religious Education at National and International levels.
?Display a range of general and specialized methodologies for teaching Religious Education to examination and non-examination classes, to pupils from multi-faith traditions, and to those holding a secular world view.
?Plan imaginative and creative lesson plans to foster the moral, spiritual and religious development of pupils; the development of skills relating to research, analysis, evaluation, critical thinking and reflection.
?Act in a wide variety of ways appropriate to the teaching profession e.g . respect the ethos of the school
?Display the ability to self-evaluate, reflect and take responsibility for their continuing academic and professional development as teachers of Religious Education
?Maintain an ethical stance in the teaching of Religious Education.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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).

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ED6321 Cross Curricular Pedagogies

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Alicia Curtin, School of Education.

Lecturer(s): Dr Alicia Curtin, School of Education; Staff, School of Education.

Module Objective: To enable student teachers to develop expertise, knowledge and understanding on a range of pedagogies linked to cross curricular themes and issues

Module Content: Designed primarily for students who do not have a second subject at the academic level specified by the Teaching Council, this module addresses a range of cross curricular themes and issues pertinent to contemporary policy and practice in the post primary sector. Specifically, it considers the pedagogies relevant to the development of Key Skills, now part of the new Junior Cycle programme, and the fostering of capability in literacy and numeracy and other cross curricular skills in all areas of the post primary curriculum, all through the lens of the student's main teaching subject.

Learning Outcomes: On successful completion of this module, students should be able to:
?Exemplify a critical knowledge of the rationale underlying a cross curricular approach, including knowledge of the associated current curricular and assessment policy context.
?Rationalise and justify the links between subject-specific pedagogies and cross-curricular pedagogies.
?Develop lessons to promote the Key Skills specified for the Junior Cycle Programme with particular reference to the promotion of literacy and numeracy within their primary subject specialism.
?Implement differentiation, progression, and formative and summative assessment through the identification and justification of relevant and innovative pedagogies.
?Critically and purposefully implement pedagogies that draw on pupils' experiences and out of school lives to motivate learning and enhance pupil responsibility for their own learning.
?Promote a critical awareness of classroom practices designed to bridge traditional subject boundaries and to link 'everyday' and school experiences.
?Critically evaluate pedagogies in light of reflections, readings, lectures, and peer and tutor dialogue/feedback.
?Display critical self awareness in relation to the promotion of a permeable curriculum and to identify ways of addressing one's weaknesses.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50 marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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.

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ED6322 School Placement 1

Credit Weighting: 20

Semester(s): Semesters 1 and 2.

No. of Students: Min 16.

Pre-requisite(s): Placement hours in an approved school.

Co-requisite(s): -

Teaching Method(s): 400 x 1hr(s) Placements (A minimum of 100 hours direct classroom teaching and 300 hours associated planning, preparation and reflective activity); 18 x 1hr(s) Tutorials (with assigned tutor to scaffold and support teaching development and school placement experience.); 6 x 1hr(s) Workshops ((microteaching) with assigned tutor to scaffold and support teaching development and school placement experience.).

Module Co-ordinator: Dr Brian Murphy, School of Education (and Dr. Albert Walsh, CIT Crawford College of Art and Design).

Lecturer(s): Staff, Cork Institute of Technology, Crawford College of Art and Design.

Module Objective: To enable student teachers to learn about teaching through professional classroom experience and wider school experiences in a post-primary school setting.

Module Content: In the context of the overall teacher education programme, this school based module offers student teachers an opportunity to observe teaching, plan lessons and schemes of work, teach lessons in their teaching subject(s) and reflect on their classroom and school experience over the academic year. Part A consists of the compulsory preparation of a Teaching Practice File incorporating all the aforementioned elements, which must explicitly inform the teaching of lessons. Part B involves 100 hours of teaching practice over the duration of the full school year, under supervision, as prescribed by UCC and CIT through the Board of Studies.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a secure and appropriate knowledge of the concepts and skills in their specialist subject;
?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 in a variety of appropriate and innovative ways;
?Apply a variety of specialised active and interactive theories of teaching and learning and subject-specific pedagogies suitable to classrooms at all educational levels;
?Select and use appropriate resources (including ICT) in order to engage and motivate pupils and cater for all their learning needs including literacy and numeracy skills;
?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;
?Establish and maintain a purposeful, positive, safe and inclusive working atmosphere and positive and productive relationships in school settings;
?Show appreciation for the nature and importance of a professional stance in working with pupils, parents, teaching and school colleagues and other professionals;
?Demonstrate the ability to become self-reflective and self-transformative in classroom practice in light of new discoveries, reflections, readings and feedback sessions;
?Act in a manner that demonstrates critical understanding of the social and ethical responsibilities of teachers in the context of the Teaching Council's Code of Practice.

Assessment: Total Marks 400: Continuous Assessment 400 marks (Part A: School Placement File to be judged as Satisfactory or Unsatisfactory; Part B: Student's 100 hours of direct classroom teaching to be assessed by CIT Education Department supervisors/tutors over a minimum of 5 visits throughout the academic year).

Compulsory Elements: Continuous Assessment. Plus attendance in placement school for required number of hours.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% for Part B; Satisfactory judgement in Part A.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination. Module must be repeated in the following academic year.

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ED6323 The Teaching of Art and Design

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 16.

Pre-requisite(s): NFQ Level 8 Degree in Art or Design

Co-requisite(s): -

Teaching Method(s): 24 x 1hr(s) Lectures; 24 x 1hr(s) Tutorials.

Module Co-ordinator: Dr Brian Murphy, School of Education (and Dr. Albert Walsh, CIT Crawford College of Art and Design).

Lecturer(s): Staff, Cork Institute of Technology, Crawford College of Art and Design.

Module Objective: To provide the student with a clear understanding of the art and design curricula and how teaching, learning and assessment can, most effectively, be planned and facilitated.

Module Content: This module introduces the student teacher to key theories on how learning occurs through art and design and explores the pedagogic contexts of traditional and contemporary art and design practice. It examines the art and design curricula in Ireland, exploring the characteristics of the subject and how strategies for teaching, learning and assessment in art and design are planned and implemented. The student teacher is required to develop and critically evaluate suitable teaching methodologies.

Learning Outcomes: On successful completion of this module, students should be able to:
?
Critically evaluate the key principles and structure of the second level Art and Design curricula and the assessment procedures;
?Demonstrate a comprehensive awareness of the health and safety factors particular to each art and design activity;
?Use the second level art and design curricula as central references for their planning for teaching, learning and assessment;
?Formulate valid, appropriate and safe art and design learning activities;
?Incorporate into their planning the essential skills and competencies in the areas of communication, classroom management and evaluation of achievement in art and design;
?Describe the key stages in the artistic development of children and adolescents;
?Use reflective practice to explore pedagogic theories and to formulate and evaluate pedagogic strategies for learning through art and design;
?Reflect on and evaluate their own teaching abilities
?Critically evaluate the position of the Art and Design Curricula within the wider curriculum and explore the pedagogic contexts of historical and contemporary Art and Design Practice.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Reflective sketchbook of written and visual notation. Integrating pedagogic theory and practice through the development of teaching and assessment methods. Developing teaching concepts and planning for learning through art and design).

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%.

Formal Written Examination: No Formal 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 CIT Education Department).

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ED6324 Curriculum-Related Art and Design Practice

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 16.

Pre-requisite(s): NFQ Level 8 Degree in Art or Design

Co-requisite(s): -

Teaching Method(s): 72hr(s) Workshops (art and design).

Module Co-ordinator: Dr Brian Murphy, School of Education (and Dr. Albert Walsh, CIT Crawford College of Art and Design).

Lecturer(s): Staff, Cork Institute of Technology, Crawford College of Art and Design.

Module Objective: To broaden the learner's subject knowledge in art and design to meet the more generalist requirements of second level curriculum and the challenges of new media processes and techniques.

Module Content: This module gives the student teacher the opportunity to broaden their specialist subject knowledge in art or design to meet the more generalist subject knowledge requirements of the second level art and design curricula. In addition it encourages students to explore issue-based practices in art and design. Delivery will be through curriculum workshops, which are practical, and theoretical studio units of varying duration. The main aim of each workshop is to familiarise the student teacher with the particular art, craft or design discipline and to establish its educational value within the teaching context.

Learning Outcomes: On successful completion of this module, students should be able to:
?Apply their specialist ability to apply their specialist artistic or design skills in a general way to develop their subject knowledge;
?Demonstrate a knowledge, sensitivity and appreciation of the unique qualities of each art and design discipline;
?Synthesise artistic skills, personal artistry and creativity through their art and design work;
?Formulate a range of art, craft and design activities that are appropriate to the learning needs of the adolescent;
?Research and plan for the teaching of art history;
?Demonstrate key creative and expressive abilities in art, craft and design to meet the requirements of the second level curricula;
?Use art and design materials and equipment with a clear knowledge and application of the health and safety factors involved;
?Critically evaluate artistic achievements in his/her own work and in the work of the pupils;
?Discuss key media literacy issues as they apply to art and design to promote safe and discerning access to mass media imagery.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Portfolio of artefacts and designs, including preparatory and development work).

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%.

Formal Written Examination: No Formal 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 CIT Education Department).

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ED6325 The Teaching of the Physical Sciences

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Science in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Practicals (Laboratory Practical Sessions).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education; Staff, School of Education.

Module Objective: To introduce students to the essential elements of science pedagogy in the physical sciences (physics and chemistry) in the school laboratory.

Module Content: Health and Safety in the science laboratory, the role of practical work in teaching physics and chemistry, risk assessment in carrying out practical work in the areas of physics and chemistry at Junior Certificate Science and Leaving Certificate physics and chemistry level, management and organisation of laboratory work in physics and chemistry, using new technology in teaching physics and chemistry, duty of care under the Health and Safety at Work act, safe handling and storage of chemicals and physics equipment in the school laboratory, teaching strategies carrying out Investigations and open-ended projects in physics and chemistry.

Learning Outcomes: On successful completion of this module, students should be able to:
?Apply their knowledge and understanding of science teaching to devise risk assessments for all practical work in the physical sciences at Junior Cert and Leaving Certificate level.
?Evaluate and integrate the key aspects of laboratory safety and management into the teaching of the physical sciences in the school laboratory.
?Synthesise the key recommendations of the Health and Safety at Work Act to ensure that all laboratory practical work is carried out in a safe and efficient manner.
?Analyse the student mandatory practical work at Junior Cert and Leaving Certificate level in the area of the physical sciences and devise appropriate teaching strategies for carrying out this laboratory practical work in an inspirational manner with their pupils.
?Appraise the role of InquiryBased Science Education in guiding students when carrying out the Investigations and open-ended project work in the physical sciences at Junior Certificate and Leaving Certificate level.
?Demonstrate proficiency in the use of modern datalogging technology when carrying out laboratory practical work in the physical sciences in the school laboratory.
?Outline the key recommendations in the literature for the safe handling of chemicals and physics laboratory equipment with particular reference to COSHH (Control of Substances Hazardous to Health) regulations.
?Develop practical skills in the preparation and storage of all reagents required for the Junior Certificate science and Leaving Certificate chemistry syllabi.
?Engage successfully with the project work assigned and demonstrate the ability to carry out the assigned laboratory work in a safe and efficient manner.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4,000 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%.

Formal Written Examination: No Formal 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.

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ED6326 The Teaching of the Biological Sciences

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 6.

Pre-requisite(s): Normally students must have pursued the study of Science in their final degree or have some recognised academic attainment in the subject.

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Practicals (Laboratory Practical Sessions).

Module Co-ordinator: Dr Declan Kennedy, School of Education.

Lecturer(s): Dr Declan Kennedy, School of Education; Staff, School of Education.

Module Objective: To introduce students to the essential elements of science pedagogy in the biological sciences in the school laboratory.

Module Content: Health and Safety in the science laboratory, the role of practical work in teaching the biological sciences, risk assessment in carrying out practical work in the area of biology at Junior Certificate Science and Leaving Certificate biology level, management and organisation of laboratory work in biology, using new technology in teaching biology, duty of care under the Health and Safety at Work act, safe handling of living organisms and biological specimens in the school laboratory, teaching strategies for carrying out Investigations and open-ended project work in biology.

Learning Outcomes: On successful completion of this module, students should be able to:
?Apply their knowledge and understanding of science teaching to devise risk assessments for all practical work in the biological sciences at Junior Cert and Leaving Certificate level.
?Evaluate and integrate the key aspects of laboratory safety and management into the teaching of the biological sciences in the school laboratory.
?Synthesise the key recommendations of the Health and Safety at Work Act to ensure that all laboratory practical work in the biological sciences is carried out in a safe and efficient manner.
?Analyse the student mandatory practical work at Junior Cert and Leaving Certificate level in the area of the biological sciences and devise appropriate teaching strategies for carrying out this laboratory practical work in an inspirational manner with their pupils.
?Appraise the role of Inquiry Based Science Education in guiding students when carrying out the Investigations and open-ended project work in biology at Junior Certificate and Leaving Certificate level.
?Demonstrate proficiency in the use of modern datalogging technology when carrying out laboratory practical work in biology.
?Outline the key recommendations in the literature for the safe handling of living organisms and biological specimens with particular reference to COSHH (Control of Substances Hazardous to Health) regulations.
?Develop practical skills in the preparation and storage of all reagents required for the Junior Certificate science and Leaving Certificate biology syllabi.
?Engage successfully with the laboratory work and project work assigned and demonstrate the ability to carry out this laboratory work in a safe and competent manner.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4,000 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%.

Formal Written Examination: No Formal 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.

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ED6327 The Teaching of Irish

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6.

Pre-requisite(s): Students must have studied and passed Irish to degree level with Irish 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 Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To develop a comprehensive understanding of the teaching of Irish in English medium and Irish immersion post-primary school settings within an overall communicative language teaching approach and framework

Module Content: The context and needs of teaching Irish at post-primary level; establishing Irish as the language of classroom communication and interaction; current junior and senior cycle syllabi and approaches to Irish within a communicative language framework; developing the four skills of Irish language; sourcing and developing Irish language resources and tasks; foghraiocht na Gaeilge; teaching Irish language in Irish immersion settings; an introduction to teaching literature in the Irish language classroom; technology in the Irish classroom.

Learning Outcomes: On successful completion of this module, students should be able to:
?Articulate a thorough understanding of the particular issues pertaining to the teaching of Irish at all levels in the post-primary classroom
?Demonstrate a deep understanding of the junior and senior syllabi requirements for Irish including the need for an integrated thematic approach to language development
?Demonstrate a thorough understanding of how Irish can be taught according to the principles of communicative language teaching as outlined in international research literature and the national syllabi
?Select and implement approaches to Irish language skill development in line with an appropriate focus on facilitating real and meaningful communication in the language
?Teach Irish in a manner sensitive to the varying needs of diverse student groups
?Plan for the needs of the variety of Irish language learning settings, including the particular needs of language immersion setting
?Synthesise and integrate theory from international research on language teaching and classroom practice from school placement experiences
?Evaluate the quality of classroom Irish language learning in the light of contemporary debates on Irish and second language pedagogy generally
?Value the need to be reflective about developing Irish language pedagogical practices.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word reflective projects (50marks each); one to be submitted at the end of each Semester 1 & 2).

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%.

Formal Written Examination: No Formal 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.

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ED6330 School Placement 1

Credit Weighting: 20

Semester(s): Semesters 1 and 2.

No. of Students: Min 80.

Pre-requisite(s): Placement hours in an approved school

Co-requisite(s): None

Teaching Method(s): 400 x 1hr(s) Placements (A minimum of 100 hours direct classroom teaching and 300 hours associated long and short term planning, preparation and reflective activity; 24 x 1 hr Lectures (to support placement)); 18 x 1hr(s) Tutorials; 6 x 1hr(s) Other (Microteaching Workshops with assigned Tutor to scaffold and support teaching development and school placement experience).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education, Subject-Specific Tutors and Advisors.

Module Objective: To enable student teachers to learn about teaching through professional classroom experience and wider school experiences in a post-primary school setting

Module Content: In the context of the overall teacher education programme, this school based module offers student teachers an opportunity to observe teaching, co-teach and independently plan lessons and schemes of work, teach lessons in their teaching subject(s) and reflect on their classroom and school experience over the academic year. Part A consists of the compulsory preparation of a School Placement File incorporating all the aforementioned elements, which must explicitly inform the teaching of lessons. Part B involves a minimum of 100hrs direct classroom teaching over the duration of the full school year, under supervision, as prescribed by the School of Education.

Learning Outcomes: On successful completion of this module, students should be able to:
?Synthesise and exemplify a critical knowledge of the concepts and skills in their specialist subject/s
?Devise and implement motivating lessons 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 in a variety of appropriate and innovative ways
?Integrate and implement a variety of specialised active and interactive theories of teaching and learning and subject specific pedagogies suitable to classrooms at all educational levels and informed by key research on teaching and learning
?Justify, select and employ appropriate resources (including ICT) in order to engage and motivate pupils and cater for all their learning needs including the development of literacy and numeracy skills
?Explicate and apply effective management of pupils to ensure effective teaching and learning of all students so teaching objectives are met and best use is made of available teaching time to progress learning
?Establish and develop a purposeful, positive, safe and inclusive working atmosphere and positive and productive relationships in classroom and school settings
?Critically evaluate the nature and importance of a professional stance in working with pupils, parents, teaching and school colleagues and other professionals.
?Develop a self-reflective and self-transformative stance on classroom practice in light of research, new discoveries, reflections, readings and feedback sessions.
?Teach and professionally practice in a manner that demonstrates critical understanding of the social and ethical responsibilities of teachers in the context of the Teaching Council's Code of Professional Conduct for teachers.

Assessment: Total Marks 400: Continuous Assessment 400 marks (Part A: School Placement Teaching File to be judged as Satisfactory or Unsatisfactory; Part B: Student's minimum of 100 hours of direct classroom teaching to be assessed by School of Education tutors over the specified number of school visits throughout the academic year).

Compulsory Elements: Continuous Assessment. (and attendance at all placement lectures and tutorials and in placement school for required number of hours).

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% for Part B. Satisfactory judgement in Part A.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination. Module must be repeated in the following academic year.

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ED6331 School Placement: Research and Professional Experiences Portfolio A

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 80.

Pre-requisite(s): School Placement in an approved School

Co-requisite(s): ED6330

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Other (self-directed learning and research activity in school placement site).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Alicia Curtin, School of Education; Dr Brian Murphy, School of Education; Mr Michael John Delargey, School of Education; Staff, School of Education.

Module Objective: To enable student teachers to conduct, analyse, reflect on and deepen their understandings of a range of significant required professional tasks, issues and experiences in their placement schools

Module Content: This module focuses on building understandings of teaching and learning and key elements of professional practice through the processes of engaging in professional reading and reflection, and conducting a range of focused and directed research tasks in the professional school context which may include:
- Observing and reflecting on observed lesson/series of lessons
- Conducting and reflecting on a co-teaching/team teaching and/or microteaching experience
- Reflecting on key classroom management issues
- Analysing implementation of key skills of teaching e.g. questioning
- Investigating the use of ICT to support learning
- Reflecting on key issues of teaching and learning in schools in the current policy context

Learning Outcomes: On successful completion of this module, students should be able to:
?Illuminate & exemplify a systematic and deep reflective engagement with & a critical & holistic understanding of some key specified contemporary teaching & learning issues in second level schools
?Critically and purposefully implement current best practice in teaching and learning, research and classroom management in the light of contemporary conceptual influences and recent relevant educational research and classroom experiences
?Critically evaluate collaborative co-operative teaching and the role of the whole school community in supporting communities of practice for fostering the holistic development and potential of all learners in second level schools and for the development of curriculum and pedagogy in this respect
?Establish and nurture a purposeful, positive, safe, inclusive and productive learning environment as well as appropriate professional relationships in the school placement site through conducting the required directed professional research tasks
?Manage the variety of required school research activities in a manner that demonstrates critical understanding of the social and ethical responsibilities of all teachers in the context of the Teaching Council's Code of Professional Conduct for Teachers.
?Adopt and promote a self-reflective and self-transformative stance as teacher embracing openness to all learning in light of classroom and school experiences, reflections, and required readings
?Synthesise and communicate relevant ideas pertaining to professional and placement experiences clearly and coherently, orally and in the written form, as appropriate across both the school and University settings
?Analyse and interrogate significant professional experiences in the school setting and the process of researching these experiences in a thoroughly reflective manner.

Assessment: Total Marks 100: Continuous Assessment 100 marks (4 x 1,000 word reflective papers (25 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, 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%.

Formal Written Examination: No Formal 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.

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ED6332 School Placement: Research and Professional Experience Portfolio B

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 80.

Pre-requisite(s): School Placement in an approved School

Co-requisite(s): ED6330

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Other (self-directed learning and research activity in school placement site).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Alicia Curtin, School of Education; Dr Brian Murphy, School of Education; Mr Michael John Delargey, School of Education; Staff, School of Education.

Module Objective: To enable student teachers to conduct, analyse, reflect on and deepen their understandings of a range of significant required professional tasks, issues and experiences in their placement schools

Module Content: This module focuses on building understandings of teaching and learning and key elements of professional practice through the processes of engaging in professional reading and reflection, and conducting a range of focused and directed research tasks in the professional school context which may include:
- Reflecting further on key classroom management issues
- Analysing the implementation of some key theories of learning
- Considering learning and teaching styles
- Attending and reflecting on staff meetings and on school communication generally
- Investigating the additional support available to students in the school e.g. learning support, resource teaching, EAL support, JCSP, TY, LCA, LCVP
- Managing the needs of English as an Additional Language (EAL) students
- Reflecting on the experience of participating in Parent-Teacher meetings

Learning Outcomes: On successful completion of this module, students should be able to:
?Illuminate & exemplify a systematic and deep reflective engagement with a critical and holistic understanding of some key specified contemporary teaching & learning issues in second level schools
?Critically and purposefully implement current best practice in teaching and learning, research and classroom management in the light of contemporary conceptual influences, recent relevant educational research and classroom experiences
?Critically evaluate the role of the whole school community in supporting communities of practice for fostering the holistic development and potential of all learners in second level schools and for the development of curriculum and pedagogy in this respect

?Establish and nurture a purposeful, positive, safe, inclusive and productive learning environment as well as appropriate professional relationships in the school placement site through conducting the required directed professional research tasks
?Manage the variety of required school research activities in a manner that demonstrates critical understanding of the social and ethical responsibilities of all teachers in the context of the Teaching Council's Code of Professional Conduct for Teachers.
?Adopt and promote a self-reflective and self-transformative stance as teacher embracing openness to all learning in light of classroom and school experiences, reflections, and required readings
?Synthesise and communicate relevant ideas pertaining to professional and placement experiences clearly and coherently, orally and in the written form, as appropriate in both the school and University settings
?Analyse and interrogate significant professional experiences in the school setting and the process of researching these experiences in a thoroughly reflective manner.

Assessment: Total Marks 100: Continuous Assessment 100 marks (4 x 1000 word reflective papers (25 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, 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%.

Formal Written Examination: No Formal 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.

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ED6341 Collaborative Seminar: Contemporary Issues in Irish Schools

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Other (Shared teaching involving exemplar schools, Workshop and Mixed seminar, school placement research, online support).

Module Co-ordinator: Dr Siobhan Dowling, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To showcase collaborative teaching, learning, assessment and curriculum leadership strategies using a partnership structure.

Module Content: The basic theme of the teacher as a leader will be explored through some of the following topics:
School Self-Evaluation (SSE) How our school managed this task and what good outcomes followed; Planning for Inclusion: How our school manages inclusion; From legislation to policy to practice, Leadership of Learning: How we manage learning in our schools; Building Student Supports in the School: Pastoral Care of students, RSE and SPHE Issues and Antipbullying measures; The Arts in Education: how to promote the Arts and co-curriculum programmes in schools; Characteristics of an Effective School.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a critical understanding of the rationale of various programmes and collaborative initiatives in operation across second level schools
?Recognise the value of collaborative teaching and the role of staff in supporting communities of practice as a context for the development of curriculum and pedagogy
?Manage a journal and engage with different groups
?Act in diverse contexts in a manner that develops a negotiating stance in collaboration with colleagues and subject leaders
?Demonstrate the ability to become self-reflective and self-transformative in the light of new discoveries, readings and feedback sessions.
?Act in a manner that demonstrates critical understanding of the social and ethical responsibilities of teachers in the context of the Teaching Council's Code of Practice.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Journaling Project 3000-4000 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%.

Formal Written Examination: No Formal 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.

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ED6342 Foundational Themes in Education

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 24hr(s) Other (Team teaching approach adopted).

Module Co-ordinator: Dr Karl Kitching, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To integrate a range of curriculum, psychological, sociological, historical and philosophical perspectives that emphasise broader theory-practice links and prospective school/classroom responses.

Module Content: The content of this interdisciplinary module engages a series of interconnected themes such as : 'The adolescent and society'; 'Educational policy: The school and society'; 'School subjects and knowledge boundaries'; 'Mediating curriculum and assessment change'; 'The ethical and professional identity of the teacher'.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a critical awareness of the social, cognitive and affective dimensions to teaching and learning and engage these in methodological approaches that respond to the need for greater interactive and inclusive school/classroom environments
?Appreciate and positively contribute to `a community of learners' culture that encompasses pupils, parents, colleagues, school management, co-professionals and the wider community
?Construct and sustain well-developed skills of enquiry with a view to developing reasoned arguments about educational issues that resonate well with experiences of working in schools
?Demonstrate a willingness and capacity to advocate on behalf of all learners, directly and indirectly participating in key learning support structures
?Demonstrate an informed value-based and methodological position during (and post) one's study engagement with `the foundations'.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Journal of Readings, 3,000 word response to readings 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%.

Formal Written Examination: No Formal 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.

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ED6353 The Teaching of Art and Design 2

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 16.

Pre-requisite(s): ED6323

Co-requisite(s): None

Teaching Method(s): 24 x 1hr(s) Lectures; 24 x 1hr(s) Tutorials.

Module Co-ordinator: Dr Brian Murphy, School of Education (and Dr. Albert Walsh, CIT Crawford College of Art and Design).

Lecturer(s): Staff, Cork Institute of Technology, Crawford College of Art and Design.

Module Objective: To advance the student teacher's knowledge and understanding of key theories around learning through art and design and the pedagogic contexts of traditional and contemporary art and design practice.

Module Content: This module advances the student teacher's knowledge and understanding of the key theories around learning through art and design. It explores the dimensions of critical art pedagogy and national and international perspectives on art and design education. It critically examines the content and requirements of art and design curricula. It looks in more detail at educational policy and guidelines within which the art and design teacher needs to operate. It also requires the student teacher to develop teaching methodologies for an alternative educational setting to the secondary school.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate an extensive knowledge and understanding of the key theories around learning through art and design and the pedagogic contexts of traditional and contemporary art and design practice;
?Espouse the educational policy and guidelines within which the art and design teacher needs to operate reflecting upon the historical trends and philosophies of art education that have shaped and underpinned good practice
?Recognise the learning relevance within core art and design disciplines and determine the educationally relevant visual and artistic links;
?Formulate teaching methodology for an alternative educational setting to the secondary school;
?Generate strategies for bringing contemporary art practice disciplines into the classroom and critically evaluate creative visual practice within the context of their art and design teaching;
?Critically analyse the broad functioning of schools based on statutory requirements, established practices and the learners own experiences in their placements;
?Critically appraise and reflect on their individual and collaborative work processes within the contexts of both contemporary visual culture and art and design education;
?Operate within the formal policy and guidelines that govern education and working with children and adolescents.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Reflective sketchbook of written and visual notation. Integrating pedagogic theory and practice through the development of teaching and assessment methods. Developing teaching concepts and planning for learning through art and design).

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%.

Formal Written Examination: No Formal 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 CIT Education Department).

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ED6354 Literacy and Numeracy Development in the Post-Primary Classroom

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Dr Brian Murphy, School of Education; Mr Michael John Delargey, School of Education.

Module Objective: To closely examine and reflect on the role, function, development and pedagogy of the core curriculum skills of literacy and numeracy in the post-primary classroom

Module Content: Literacy and numeracy will first be loosely defined. The pedagogy of both literacy and numeracy development will then be examined from cross curricular perspectives. Current understandings and models of how the various dimensions of the two skills should be developed at post-primary level will then be discussed and reflected on in light of current research, policy, curricula, classroom pedagogy and classroom experiences. Difficulties encountered in supporting and developing adolescent literacy and numeracy skills in classroom practice will be examined and suggestions made as to how we best can manage these difficulties and effectively support such learning.

Learning Outcomes: On successful completion of this module, students should be able to:
?Articulate a deep and comprehensive understanding of the dimensions of the literacy and numeracy at the adolescent developmental stage
?Demonstrate a thorough knowledge of the main concepts of the creative and developed pedagogy required for both skills across the range of subject areas
?Plan for, develop and assess literacy and numeracy skills in an integrated subject specific manner as required
?Implement the key principles and approaches required by the syllabi and recent policy documents with respect to the development of literacy and numeracy in post-primary school and classroom contexts
?Demonstrate awareness of and take responsibility for the literacy and numeracy development needs of all students irrespective of the teaching subject, class or school context
?Synthesise and implement best practice from contemporary research in the pedagogy and assessment of literacy and numeracy
?Conduct, analyse and continuously reflect on classroom-based research to enhance and develop their pedagogy of literacy and numeracy in the post-primary classroom.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x reflective research papers: 1x 2,000 words pertaining to literacy (65 marks) and 1 x 1500 words pertaining to numeracy (35 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%.

Formal Written Examination: No Formal 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.

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ED6358 PME (Art & Design) School Placement 2

Credit Weighting: 30

Semester(s): Semesters 1 and 2.

No. of Students: Min 16.

Pre-requisite(s): ED6322, pass Year 1, and placement hours in an approved school.

Co-requisite(s): -

Teaching Method(s): 12 x 1hr(s) Lectures; 12 x 1hr(s) Tutorials; 400hr(s) Placements (a minimum of 150 direct classroom teaching hours and 250 hours associated planning, preparation and reflective activity).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, Cork Institute of Technology, Education Department lecturing staff.

Module Objective: To enable student teachers to deepen their understanding and practice of appropriate innovative teaching through more advanced and varied classroom experience.

Module Content: In this school-based module student teachers are supported to:
? Plan, teach and reflect on lessons in their teaching subject at more advanced and sophisticated levels across all post-primary class levels;
? Develop more dialogical and progressive general and subject-specific teaching approaches;
? Show a greater consciousness, understanding and implementation of key curriculum requirements with a particular emphasis on an integrated use of new technologies and contemporary art practice by student teachers and their students to support learning where appropriate;
? Adopt a more refined and developed research-grounded rationale for pedagogical decisions.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a very secure knowledge of the concepts and skills in their specialist subject to an advanced level;
?Plan their teaching in their subject at all levels to achieve progression in pupils' learning through identifying clear objectives and content, appropriate to the subject matter irrespective of the school context;
?Demonstrate leadership knowledge of a variety of specialised active and interactive theories of teaching and learning suitable to classrooms at all educational levels but especially at the more specialised senior post-primary level;
?Select, prepare and flexibly use appropriate teaching resources with a particular emphasis on making creative use of new technologies and contemporary art practice where appropriate, and understanding of literacy and numeracy and inclusive and differentiated practice to support pupils' learning;
?Demonstrate effective, confident and consistent management of pupils at all levels of the post-primary school to ensure effective teaching of whole classes, and of groups and individuals in a manner that sustains pupil interest and motivates them at the most advanced levels;
?Demonstrate the ability to maintain to an advanced level a purposeful, positive, safe and inclusive working atmosphere and positive and productive relationships to an advanced level across the variety of class levels in post-primary schools;
?Show appreciation for the nature and importance and flexibly adopt and use a professional stance in working with pupils, parents, teaching and school colleagues and other professionals as required;
?Demonstrate the ability to be consistently self-reflective and self-transformative in unpredictable teaching and school situations and in light of previous learning and classroom experience as well as from additional input, new discoveries, research literature and feedback sessions;
?Act in a manner that demonstrates a more advanced, mature, flexible and critical understanding and ownership of the social and ethical responsibilities of teachers in the context of the Teaching Council's Code of Practice in the context of the daily realities of teaching at all levels.

Assessment: Total Marks 600: Continuous Assessment 600 marks (Part A: Teaching Practice File to be judged Satisfactory or Unsatisfactory; Part B: Student's 150 hours of direct teaching practice and associated activity to be assessed by CCAD staff over up to 5 school visits throughout the academic year (600 marks)).

Compulsory Elements: Continuous Assessment. Plus attendance in placement school for required number of hours.

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% for Part B. Satisfactory judgement in Part A.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination. Module must be repeated in the following academic year.

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ED6359 PME Professional Research Paper

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 80.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 6 x 1hr(s) Lectures; 6 x 1hr(s) Workshops; 4 x 2hr(s) Tutorials; Other (100 hours of directed study).

Module Co-ordinator: Dr Maire Ni Riordain, School of Education.

Lecturer(s): Staff, School of Education, and Advisor Support Staff.

Module Objective: To enable students to carry out small scale independent research on some element of professional practice in their school placement site and to produce a potentially-publishable research paper of professional interest to the broad educational community.

Module Content: The module enables students to focus on an area of approved research interest in the school placement site. They independently prepare a research plan/proposal of 2000 words, according to a required template, for examination. Students enact their plan in the school/class setting, collecting and analysing data drawing as appropriate and as approved by supervisors on data collected over parts of two semesters. They submit a 6000 word research paper for examination. They are guided throughout by key lectures, workshops, tutorials and feedback.

Learning Outcomes: On successful completion of this module, students should be able to:
?Design, conduct and write up a small scale inquiry and locate their inquiry in a broader research context
?Design appropriate research questions and create a research plan/design
?Identify, 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
?Critically engage with objectivity/subjectivity debates and ethical issues
?Demonstrate a capacity for self-knowledge in the context of their on-going professional life
?Demonstrate a capacity to communicate their own inquiries to fellow students and fellow members of the teaching profession as well as to other relevant audiences
?Uphold and support the reputation and standing of the teaching profession.

Assessment: Total Marks 200: Continuous Assessment 200 marks (Research Proposal 40 marks (20%) 2000 words to be submitted before Christmas; and Professional Research Paper 160 marks (80%) 6000 words (or equivalent)).

Compulsory Elements: Continuous Assessment. (and attendance and participation at research sessions and preparation of research proposal).

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%.

Formal Written Examination: No Formal 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.

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ED6360 PME School Placement 2

Credit Weighting: 30

Semester(s): Semesters 1 and 2.

No. of Students: Min 80.

Pre-requisite(s): ED6330 and placement hours in an approved school.

Co-requisite(s): None

Teaching Method(s): 400 x 1hr(s) Placements (A minimum of 150 hours direct classroom teaching and 250 hours associated planning, preparation and reflective activity; 12 x 2 hr Lectures (to support placement)); 18 x 1hr(s) Tutorials; 6 x 1hr(s) Other (Microteaching Workshops) (with assigned Tutor to scaffold and support teaching development and school placement experience)).

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To enable student-teachers to deepen their understanding and practice of teaching and learning through a contrasting classroom experience in an alternative school setting.

Module Content: In this school-based module student-teachers are supported to:
? Plan, teach and reflect on lessons in their teaching subject(s) at a deeper and more informed level across post-primary class groups
? Develop and implement more dialogical and progressive general and subject-specific pedagogical approaches
? Show a greater consciousness, understanding and implementation of key curriculum requirements with a particular emphasis on an integrated use of ICT by student-teachers and their students to support learning
? Adopt a more refined and developed research-grounded rationale for pedagogical decisions and pedagogical practices.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a very secure knowledge of the concepts and skills in their specialist subject/s to an advanced level
?Plan their teaching in one or two subjects at all levels to achieve progression in pupils' learning through identifying clear objectives,content, and research informed teaching, learning and assessment approaches appropriate to the subject matter and the students irrespective of the school context
?Demonstrate leadership knowledge of a variety of specialised active and interactive research informed theories of teaching and learning and assessment suitable to classrooms at all post-primary levels but especially at the senior cycle
?Select, prepare and flexibly use appropriate teaching resources with a particular emphasis on making creative use of ICT and understanding of literacy and numeracy and inclusive and differentiated practice to support pupils' learning
?Demonstrate the ability to maintain to an advanced level a purposeful, positive, safe and inclusive classroom working atmosphere and positive and productive relationships to an advanced level across the variety of class levels in post-primary schools
?Show appreciation for the nature and importance and flexibly adopt and use a professional and reflective stance in working with pupils, parents, teaching and school colleagues and other professionals as required
?Synthesise and implement research informed pedagogical approaches to fostering learning at all times in their classroom teaching.

Assessment: Total Marks 600: Continuous Assessment 600 marks (Part A: School Placement Teaching File to be judged Satisfactory or Unsatisfactory; Part B: Student's minimum of 150 hours of direct teaching practice and associated activity to be assessed by School of Education Tutors over a specified number of school visits throughout the academic year (600 marks)).

Compulsory Elements: Continuous Assessment. (and attendance at all placement lectures and tutorials and in placement school for required number of hours).

Penalties (for late submission of Course/Project Work etc.): None.

Pass Standard and any Special Requirements for Passing Module: 40% for Part B. Satisfactory judgement in Part A.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: No Supplemental Examination. Module must be repeated in the following academic year.

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ED6361 Specialist Subject Pedagogies 2

Credit Weighting: 5

Semester(s): Semesters 1 and 2.

No. of Students: Min 6 (minimum 6 per subject).

Pre-requisite(s): None

Co-requisite(s): ED6360

Teaching Method(s): 24 x 1hr(s) Lectures.

Module Co-ordinator: Dr Brian Murphy, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To consolidate and extend student teachers' understandings and repertoire of creative and progressive pedagogies in the teaching of their subject(s) at all post-primary class levels.

Module Content: This module builds on subject pedagogy content and concepts covered in PME1. It advances the student teacher's knowledge and understanding of the key theories around fostering learning in their teaching subjects. It explores the dimensions of critical pedagogy with a particular focus on the required subject syllabi/curricula. Students critically engage with international research perspectives on the development of learning in the subject areas. Some explicit emphasis is also placed on specific requirements of the teaching and assessing of the subjects at senior cycle level of the post-primary school.

Learning Outcomes: On successful completion of this module, students should be able to:
?Display a critical understanding of the key issues in developing curriculum and pedagogy in their teaching subjects
?Possess a comprehensive knowledge of multiple ways of fostering, developing, supporting and assessing student learning in diverse and inclusive ways
?Demonstrate a critical awareness of national curriculum developments, and current research in their teaching subjects at national and International levels
?Develop and teach imaginative and creative lessons to foster in learners a critical understanding of key aspects of the curriculum in their teaching subjects
?Teach using a range of innovative and subject appropriate and subject specific methodologies to all post-primary class levels, to students with a range of diverse life experiences and backgrounds and justify those professional decisions
?Develop and flexibly use appropriate resources, including ICT, to support their chosen pedagogies in their teaching subjects
?Work in a spirit of collegiality with teaching colleagues engaging in collaborative subject planning and leading and promoting their subjects at school level
?Demonstrate the ability to critically reflect on, self-evaluate and self-appraise their teaching of their subjects and to take responsibility for their continuing academic and professional development as teachers of those subjects.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 2,000 word research projects (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, 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%.

Formal Written Examination: No Formal 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).

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ED6510 Organisational Management of the School

Credit Weighting: 15

Semester(s): Semester 1.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 2 Other (weekend Schools; and Directed Tasks (supervised); (Blended approach involving direct teaching and completion of directed tasks with ongoing support from tutors in a virtual learning environment)).

Module Co-ordinator: Dr Joseph Moynihan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To equip students with a critical understanding of the organisational management of schools and to present strategies and implications of this thinking for policy, practice and review.

Module Content: The module will critically link theoretical, official and practical aspects addressing:
Legislative dimensions (e.g. Education Act, EPSEN Act, Admissions Bill, employment legislation, health and safety in schools)
Policy, Processes and Leadership/Management implications (e.g. policy making mechanisms, the nature of social change)
Official Policy, Practice and Review (e.g. inclusion of all; whole-school evaluation; school self-evaluation; curriculum and assessment; boards of management; student councils; working with parents; working with external agencies).

Learning Outcomes: On successful completion of this module, students should be able to:
?Discuss key contemporary debates in relation to schools as organisations;
?Show awareness of key legal aspects of education and their implications for school planning, day-to-day practices, and review;
?Interrogate policy imperatives and draw out their implications for leadership practice;
?Identify assumptions underlying current initiatives;
?Recognise and analyse key themes and concepts in leadership theory and use these to propose plans for review in own context;
?Present findings to cohort of peers and address issues raised through discussion and feedback.

Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 1,500 word in-class assignment 50 marks; 1 x 5,000 word project 250 marks due one month after module completed).

Compulsory Elements: Continuous Assessment. Attendance.

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%.

Formal Written Examination: No Formal 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).

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ED6511 Effective Leadership in Education: Theory and Practice

Credit Weighting: 15

Semester(s): Semester 1.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 2 Other (weekend Schools; and Directed Tasks (supervised); (blended approach involving direct teaching and completion of directed tasks with on-going support from tutors in a virtual learning environment)).

Module Co-ordinator: Dr Joseph Moynihan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To provide students with an understanding of school leadership, cultures, and decision-making processes and assist leaders/ future leaders in educational organisations in motivating, working with and supporting staff in changing environments.

Module Content: This module links official and practical aspects and situates both in the broader international literature on leadership, mentorship and team capacity building.
Through review of academic and practitioner models of leadership and leading learning, students are assisted in applying theoretical concepts to practice by exploring authentic cases, including their own professional settings. Through critical engagement with leadership theory, students interrogate a variety of leadership styles including a range of positions and dispositions, and are assisted in identifying and developing the personal strengths and abilities of an effective leader.

Learning Outcomes: On successful completion of this module, students should be able to:
?Critically examine leadership theory and practice in contemporary educational organisations;
?Recognise the personal and organisational issues that leaders face;
?Interpret the complex group dynamics that underpin effective leadership and followership;
?Critically examine best-practice frameworks and strategies for effective leadership;
?Demonstrate a critical appreciation of their own leadership style and associated developmental challenges;
?Demonstrate a capacity to support themselves and their team members in and through transformative leadership;
?Show an appreciation of inclusive and diverse approaches to leadership with an emphasis on transformative, strengths-based and visionary leadership;
?Contribute to research, scholarly debate and action.

Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 1,500 word in-class assignment 50 marks; 1 x 5,000 word project 250 marks due one month after module completed).

Compulsory Elements: Continuous Assessment. Attendance.

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%.

Formal Written Examination: No Formal 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).

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ED6512 Leading Learning and School Improvement

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 2 Other (weekend Schools; Directed Activities under guidance and supervision. (Blended approach involving direct teaching and completion of directed tasks with ongoing support from tutors in a virtual learning environment)).

Module Co-ordinator: Dr Joseph Moynihan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To extend participants' critical understanding and skills of current requirements and issues bearing on leading learning and school improvement, school effectiveness, and change management in practice.

Module Content: The module will develop perspectives about leadership with particular reference to school improvement and with reference to applications, practice and dilemmas in own (and others') professional contexts. The module will focus on the role and nature of evidence and data-driven decision- making and will make critical links to the main contemporary debates in the field. Key issues to be explored include: staff development, pedagogic cultures, instructional leadership, teacher and curriculum evaluation, organisational cultures, emergent challenges facing schools, ethics, and, sustainable curricular and pedagogic change management.

Learning Outcomes: On successful completion of this module, students should be able to:
?Analyse, critique and evaluate examples of leading learning and school improvement in their own and others' school settings;
?Provide well-argued critiques and rationales for decision-making in own professional context;
?Debate learning leadership and school improvement in relation to theoretical positions on leadership and mentorship;
?Identify assumptions underlying current initiatives;
?Evaluate debates about the nature of evidence in the context of school improvement and School Self Evaluation (SSE) with reference to own experience, case studies, and official policy;
?Critique effective and sustainable leadership responses to learning, change and school improvement at institutional and personal/professional levels;
?Discuss issues raised from readings, experience and feedback.

Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 1,500 word in-class assignment 50 marks; 1 x 5,000 word project 250 marks due one month after module completed.).

Compulsory Elements: Continuous Assessment. Attendance.

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%.

Formal Written Examination: No Formal 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).

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ED6513 Mentoring and Coaching Practicum in Educational Leadership

Credit Weighting: 15

Semester(s): Semester 2.

No. of Students: Min 15, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 2 Other (week-end Schools; and Directed Tasks (supervised); (Blended approach involving direct teaching and completion of directed tasks with on-going support from Tutors in a virtual learning environment)).

Module Co-ordinator: Dr Joseph Moynihan, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: This module introduces students to theories, models and research on the interconnected concepts of mentoring and coaching, within the context of leadership. Participants are in an active coaching/mentoring role for the duration of the practicum and develop an evidence-based personal professional practice portfolio. Topics covered include mentorship, styles of mentoring, group dynamics, the behavioural, emotional, self-developmental and political aspects of mentoring and coaching. Particular focus will be given to in-class practices associated with such activities as observation and feedback, and co-constructed lesson planning and review.

Module Content: This module introduces students to theories, models and research on mentoring and coaching within the context of leadership. Participants are in an active coaching/mentoring role for the duration of the practicum and develop an evidence-based personal professional practice portfolio. Topics covered include mentorship, styles of mentoring, group dynamics, the behavioural, emotional, self-developmental and political aspects of mentoring and coaching.

Learning Outcomes: On successful completion of this module, students should be able to:
?Demonstrate a critical awareness of the role of, and distinctions between, mentoring and coaching as a leadership strategy for promoting participation and building capacity;
?Interrogate mentoring practices through a number of different perspectives;
?Apply key theories and concepts to properly inform mentoring and coaching leadership practices;
?Demonstrate how to use mentoring and coaching effectively as a leader in the context of teaching, learning and assessment;
?Reflect on personal experiences to improve practice in a work setting policy;
?Analyse, critique and evaluate examples of mentoring and coaching in their own and others' school settings;
?Present interim findings to peers and course participants and address issues raised through discussion and feedback.

Assessment: Total Marks 300: Continuous Assessment 300 marks (1 x 10,000 word (max) professional practice portfolio 300 marks due one month after module completed based on identification of critical dimensions relating to coaching and mentoring, and the leadership implications for addressing these dimensions).

Compulsory Elements: Continuous Assessment. Attendance.

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%.

Formal Written Examination: No Formal 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 presribed by the School).

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ED6601 Youth Health and Physical Activity

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To introduce basic principles and practice of Youth Health and Physical Activity

Module Content: Introduction to basic principles and practice of Youth Health and Physical Activity from both theoretical and practical perspectives. The module will explore in detail concepts of Youth Health and Physical Activity from both national and international perspectives.

Learning Outcomes: On successful completion of this module, students should be able to:
?Identify the key components of youth health and physical activity
?Examine issues that may affect physical activity patterns among youth
?Propose avenues to address positive youth health and physical activity
?Evaluate the newly designed programme in the light of national and international standards.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 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, 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%.

Formal Written Examination: No Formal 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.

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ED6602 Delivery of Developmental Physical Education

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Dr Susan Crawford, School of Education.

Module Objective: To introduce basic principles and practice of Developmental Physical Education

Module Content: Introduction to basic principles and practice of Developmental Physical Education from both theoretical and practical perspectives. The module will explore in detail concepts of Physical Education from both national and international perspectives

Learning Outcomes: On successful completion of this module, students should be able to:
?Identify the nature and purpose of developmental physical education
?Examine issues that may affect developmental physical education delivery and development
?Constructively criticize current provision and practice of developmental physical education
?Evaluate the teaching of developmental physical education from national and international perspectives.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 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, 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%.

Formal Written Examination: No Formal 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.

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ED6603 Principles of Practice of Health and Sports Studies

Credit Weighting: 10

Semester(s): Semester 1.

No. of Students: Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 6 x 2hr(s) Workshops; 6 x 2hr(s) Seminars.

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Staff, School of Education.

Module Objective: To introduce basic principles and practice of both Health and Sport Studies

Module Content: Introduction to basic principles and practice of health and sport studies from both theoretical and practical perspectives. The module will explore in detail theoretical models underpinning both health and sport and their application to everyday life

Learning Outcomes: On successful completion of this module, students should be able to:
?Identify the key components of health and sport studies
?Demonstrate an understanding of health related theories
?Constructively criticize existing models of Health
?Evaluate current health and sports behaviours.

Assessment: Total Marks 200: Continuous Assessment 200 marks (2 x In Class Assignments 100 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, 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%.

Formal Written Examination: No Formal 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.

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ED6604 Outdoor Education and Sport Development

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 6, Max 20.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures.

Module Co-ordinator: Dr Susan Crawford, School of Education.

Lecturer(s): Dr Susan Crawford, School of Education.

Module Objective: To introduce basic principles and practice of Outdoor Education and Sport Development

Module Content: Introduction to basic principles and practice of Outdoor Education and Sport Development from both theoretical and practical perspectives. The module will explore in detail concepts of outdoor education and sports development from both national and international perspectives

Learning Outcomes: On successful completion of this module, students should be able to:
?Describe the key components of outdoor education programmes and their application to sport development
?Compare and contrast existing examples of outdoor education programmes
?Plan and design an outdoor education programme for an Irish setting
?Evaluate the newly designed programme in the light of national and international standards.

Assessment: Total Marks 100: Continuous Assessment 100 marks (2 x 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, 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%.

Formal Written Examination: No Formal 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.

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ED7101 Educational Inquiry

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).

Module Co-ordinator: Dr Siobhan Dowling, 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%.

Formal Written Examination: No Formal 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).

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ED7102 Educational Research Methods

Credit Weighting: 5

Semester(s): Semester 2.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Seminars; Directed Study (supervised thesis research).

Module Co-ordinator: Dr Siobhan Dowling, 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%.

Formal Written Examination: No Formal 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).

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ED7103 Contemporary Issues in Education: Policy, Pedagogy and Leadership 1

Credit Weighting: 10

Semester(s): Semester 3.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED7104 Advanced Seminar in Research Methods

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED7105 Contemporary Issues in Education: Policy, Pedagogy and Leadership 2

Credit Weighting: 5

Semester(s): Semester 2 and 3.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 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%.

Formal Written Examination: No Formal 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).

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ED7106 Colloquium in Designing Educational Research

Credit Weighting: 10

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 15, Max 24.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 3 x 8hr(s) Seminars (3 weekend schools); Directed Study (supervised thesis research); Other (1 week Summer School).

Module Co-ordinator: Dr Siobhan Dowling, 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%.

Formal Written Examination: No Formal 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).

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