B.Ed (Primary) Year 1 Module Listings

Overview

This module provides an opportunity for students to locate themselves within the current system, having an appreciation of the historical development of education, nationally and internationally. Informed by this knowledge, students are empowered to develop a perspective on educational continuity and change. In an increasingly fast-paced society, students should be able to critically evaluate educational policies and practices and to analyse emergent developments.

Overview

This module will provide a foundation for students to understand the basic methods and perspectives provided by psychological thinking, and how these may be applied to education, teaching and learning. It will draw largely on developmental psychology in delineating various psychological schools of thought and how they describe the learning and development of children in a holistic sense (physical, social, emotional, cognitive, moral, linguistic etc). Students will be encouraged to begin a process of developing critical, analytical approaches to their work. Such approaches are applicable to the study of psychology, but are also transferable to other disciplines and subjects within the B.Ed.

Overview

English Methods

As language is central to learning and English is the medium for most learning in the Primary School Curriculum, the importance of literacy in English cannot be overstated. Children at middle class levels need to develop literacy skills in the three language strands of oral language, reading and writing. Pre-service teachers need guidance and instruction in understanding how these skills are developed and in learning methodologies for teaching in these areas.

On successful completion of this module students should be able to:

• Plan a series of English language lessons for middle classes (2^nd-4^th) in accordance with the principles of the Primary School Curriculum (1999)
• Describe appropriate teaching methodologies for the teaching of oral language, reading and writing as appropriate to the middle classes in primary school
• Describe and illustrate the literacy-related knowledge, skills, and attitudes that children will need to draw on in order to meet the oral language, reading and writing demands of the English Curriculum from 2^nd–4^th class.
• Describe the processes by which literacy learners analyse and respond to texts and bringing a critical awareness to reading and writing.

Múineadh na Gaeilge

Sa mhodúl seo, dírítear ar mhodhanna múinte na Gaeilge sa seomra ranga. Cuirtear ina luí ar mhic léinn gur teanga bheo chumarsáide í an Ghaeilge agus go bhfuil sé riachtanach go bhfoghlaimíonn gach páiste bunscoile Gaeilge i gcoitinne. Forbraítear tuiscint na mac léinn ar mhúineadh na Gaeilge mar theanga bheo chumarsáide sna meánranganna mar a mholtar i gCuraclam Teanga na Bunscoile (2019). Tugtar tuiscint do na mic léinn ar Churaclam na Gaeilge agus ar a bhfuil i gceist le Cur Chuige Cumarsáideach sna meánranganna go háirithe. Tugtar deiseanna do mhic léinn straitéisí, modhanna múinte agus áiseanna cuí a fheiceáil in úsáid, triail a bhaint astu agus staidéar agus machnamh a dhéanamh orthu. Tugtar tuiscint do mhic léinn ar an tábhacht a bhaineann le béim a chur ar thaitneamh, ar dhearcadh dhearfach i leith na Gaeilge a chothú agus ar úsáid a bhaint aisti go neamhfhoirmiúil sa seomra ranga. Cuirtear féidearthachtaí agus buntáistí a bhaineann le hábhair eile a mhúineadh trí mheán na Gaeilge a chur os comhair na mac léinn chomh maith. Cabhraítear le mic léinn tabhairt faoi phleanáil ghearrthréimhseach do Mhúineadh na Gaeilge do Shocrúcháin Scoile

Overview

SESE

Social, Environmental and Scientific Education (SESE) seeks to examine and understand communities from the local to the global, their diverse heritages, their complex systems and how people and environments affect each other in the present and in the past. This area of study will explore scientific, geographical and historical concepts and procedures relevant to the SESE curriculum and to the students’ own personal and professional development in the different curricular areas. The programme will focus on practical experiences that will provide the necessary skills and pedagogical understandings that primary teachers will need in order to teach the three SESE subjects of history, geography and science successfully in various classroom settings, urban, rural and multicultural. There will be a particular emphasis on practical investigations incorporating fieldwork in different settings for all three subject areas. Areas of study include curriculum content, methodologies and approaches, integration and planning, assessment, resource planning and use of technology in teaching history, geography and science. The programme will afford students the opportunity to critically examine their own attitudes and beliefs in relation to the three subject areas together with effective strategies that will enhance pupils’ learning in social, environmental and scientific education.

Mathematics

Mathematics teaching emphasises conceptual understanding and problem solving informed by a constructivist understanding of how children learn. This module provides opportunities for first year students to develop their conceptual understanding and use constructivist approaches to problem solving, followed by reflection activities so that they can begin to engage with the complexity of teaching mathematics at primary level. The aim of the module is to introduce beginning student teachers to the content of the Primary School Mathematics Curriculum; to emphasise the importance of accurate terminology when teaching mathematics; to begin to understand the importance of the planning and assessment cycle in relation to teaching primary mathematics; explore key areas of primary mathematics and appropriate methodologies for teaching mathematics at this level. This module uses small group workshops to explore the teaching of mathematics for children in second, third and fourth classes. In this module, assessment consists of a written examination.

Overview

This course is divided into two learning areas (1) Physical Education (PE) and (2) Social Personal and Health Education (SPHE). It is based on a broad philosophy of health that encompasses all aspects of a child’s well-being, with a particular focus on physical, social, mental, and emotional health. It is concerned with developing students’ knowledge and understanding, skills, values and attitudes that are central to quality PE and SPHE programmes for pupils.

On successful completion of this module, the student will be able to:

• Identify the rationale, nature and value of PE and SPHE in the primary school with a focus on middle and senior classes
• Describe the structure and content of the curriculum in PE and SPHE
• Demonstrate the ability to plan, assess, implement and evaluate lessons in PE and SPHE
• Identify and mimic participative (active learning) methodologies central to the organisation and management of PE and SPHE in the primary school
• Examine the range of resources and equipment available for the teaching of PE and SPHE
• Use appropriate health and safety strategies in PE and SPHE lessons, underpinned by Child Protection guidelines

PE and SPHE lectures and workshops require active participation. In PE, students engage in practical activities and demonstrations which mirror activities prescribed for children in the curriculum. In SPHE, students engage meaningfully, in workshop format, in the active learning strategies laid out in the curriculum, such as ‘co-operative games’, ‘circle time’, ‘diamond nine’, ‘agree, disagree, don’t know’ etc.

Students attend 27 hours of lectures in total (18 in PE and 9 in SPHE). Method of assessment in both subjects is an end of module summative exam which is of 1.5 hours’ duration. Pass mark for each examination is 40%.

Overview

In this module students will reflect on the centrality of the arts as they engage in art making across forms and genres. Students will examine their own biographies, perceptions and experience of the arts and build on these knowledge, skills and understandings through practical participation, collaborative workshops, lectures, situated learning and field work. In this module which has a particular weighting on visual arts education, students will develop their receptive, expressive abilities and aesthetic sensibilities while engaging in art making and discussing artwork. Students will develop foundational skills, conceptual understandings and strategies to underpin their classroom practice and foster an inclusive, creative and enriching environment for children.

This module encourages students to critically examine their musical education biographies to date, while developing foundational skills in relation to listening and responding to music. Students will develop their conceptual understanding of the musical elements. Students will also appraise a diverse range of musics and broaden their musical vocabulary in relation to appraising music. From a drama perspective, students examine their drama biographies, develop knowledge of the drama curriculum and focus on drama as a methodological tool to be used across the primary school curriculum. They develop drama skills and understanding through practical exploration of drama, and learn the importance of establishing a safe environment for drama work to take place. Conceptual development in relation to the elements of drama also takes place.

Overview

Religious Education seeks to enable Teacher Education students to address the many spiritual and religious opportunities and challenges facing primary school pupils and to contribute to their holistic development by enabling them to develop ethically and morally, spiritually and religiously. The RE module aims to familiarise students with the appropriate pedagogies and methodologies for the teaching of R.E. at primary school level, to explore empathically the richness of the World’s Religions and Belief Systems, and to provide students with the kinds of self-knowledge, subject knowledge, skills and experiences required to make a positive contribution to the ethical, moral and spiritual development of primary school pupils.

On successful completion of this module, students should be enabled to apply knowledge of a variety of pedagogies and methodologies to the design of R.E. lessons appropriate to specific classroom contexts, to demonstrate an empathic understanding and appreciation of diverse religions and belief systems, to identify and reflect upon suitable strategies for inclusive practice in R.E. with sensitivity to the culture and ethos of a variety of school models, to critically analyse and reflect upon the student’s own ontological and epistemological journey in R.E., to discuss the skills, qualities and attributes required by the R.E. teacher in order to contribute to the holistic development of primary school pupils and to demonstrate the appropriate subject knowledge, content knowledge and pedagogical content knowledge in the areas of ethics, morals and spirituality, essential to that holistic development.

Overview

In common with other areas of professional learning, from medicine to psychotherapy, approximations of practice are increasingly being used as a "pedagogy of enactment" (Grossman, Hammerness and McDonald, 2009) in the preparation and assessment of teachers. These are centred around high leverage practices or core practices in teaching, examples of which include teaching a lesson or segment of instruction, leading a whole-class discussion, setting up and managing small group work, teaching while students work independently, establishing a classroom culture (Lampert, 2001; http://www.teachingworks.org/work-of-teaching/high-leverage-practices, 2013).

Some research has shown that teachers' understanding of their role is influenced by the beliefs and attitudes that they acquired during the thirteen years they have spent as students in classrooms. However, this apprenticeship of observation (Lortie, 1975, 2002) is partial in that students observe the work of teaching from the perspective of a pupil rather than a teacher. As Lortie puts it,"what students learn about teaching ... is intuitive and imitative rather than explicit and analytical" (p. 62). In this module students will identify their beliefs about teaching so that they can subsequently analyse them.

Overview

English

Competence in oral and written communication and a knowledge and appreciation of language and literature from a range of genres contribute to the personal, academic and professional development of student teachers (Bearne, 1996; Thomson, 1996; Fox; 1996; Huck, Keifer, Hepler & Hickman 2004, Gamble and Yates, 2008). This programme aims to develop students’ own literacy skills, their knowledge of the structure of language and their ability to read and respond to literature from a range of genres.

On successful completion of this module students should be able to:

• Demonstrate an understanding of the knowledge underlying the instruction of language (phonology, metacognition, morphology, orthography, etymology, semantics, syntax and pragmatics) in primary schools
• Critically read and appraise texts from a range of genres (GE1,2,5,)
• Write fluently and accurately (GE 2)
• Respond critically (both orally and in writing) to selected literature from a range of genres (GE 1,2,5)

Gaeilge

Sa mhodúl seo, féachtar go príomha ar an gcineál Gaeilge a bheidh ag teastáil ón mbunmhúinteoir sa seomra ranga. Tá béim ar mhúinteoirí a chumasú le go mbeidh sé/sí in ann feidhmiú trí mheán na Gaeilge go neamhfhoirmiúil le pobal na scoile, agus é/í féin a chur in iúl go héifeachtach nuair a bhíonn Gaeilge á múineadh. Cuirtear an-bhéim ar an nGaeilge a úsáid mar theanga bheo chumarsáideach le linn an lae scoile, chomh maith le feasacht chultúrtha a fhorbairt. Spreagtar an t-ábhar oide chun taitneamh a baint as an modúl, dearcadh dearfach a fhorbairt i leith na teanga, mar aon le fonn san ábhar oide a chothú an Ghaeilge a úsáid mar theanga i bpobal foghlama ilteangach.

Overview

The School Placement Studies course examines the role of the primary teacher and provides an overview of the Primary School Curriculum (1999). On completion of this course students will be able to demonstrate a professional approach to teaching, engage in reflective action on their teaching and learning, explore a range of teaching skills that include group teaching, cross-curricular skills, integration, monitoring pupil environment,medium to long-term planning and will be able to design age appropriate activities for the senior classes.

Rationale

Field experiences in teacher education programs are excellent opportunities for pre-service teachers to learn to teach in complex and authentic learning situations. Sawyer (2006) posits that knowledge is now considered as ‘situated, practised and collaboratively generated.’ Indeed it is because of this that learning to teach through the practice of teaching while on school placement is a critical component of teacher education programmes (Furlong and Maynard, 1995).

At Junior Freshman stage, students should begin with ‘approximations of practice,’ Grosman et al., and observation with initial responsibilities for planning and teaching. Students will be encouraged to become “reflective practitioners” during the placement.

• To provide opportunities for student teachers to observe the teaching and learning process and to learn from their observations
• To facilitate the development of student teachers as reflective practitioners
through discussion and completion of a reflective journal
• To support student teachers in applying their theoretical knowledge in the practical environment of the classroom thereby linking theory and practice
• To allow student teachers to practice their teaching in a supportive learning environment and to engage in professional dialogue around that practice.

Overview

The aim of this module is to support students in the creation of inclusive intercultural classrooms. Module content aims to deepen student teachers’ awareness of global justice issues, establishing strong links between theory and its application to classroom practice. Students will deepen their understanding of global/local interconnections; i.e. the links between global justice issues and critical intercultural education. Students will critically reflect on their own ways of perceiving and understanding the world, including an analysis of unconscious bias and white (settled) privilege