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Professional Master of Education Year One Module Listings

Module Code:PM9101ECTS Credits:10

Overview

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). Darling-Hammond (2006) called for tighter coherence and integration between course work and work in schools, intensively supervised clinical work and closer, proactive relationships with schools that model good teaching. This programme will focus on learning about teaching in the senior classes in the first semester followed by early-years learning in the second and will provide opportunities for supervised school-based work through approximations of practice as well as close integration of course work and practical work in schools. Students will be expected to engage in a variety of assessment of and for learning techniques and use this information in order to enhance pupil learning. Students will engage with the Observe, Teach and Reflect model (OTR) will have increasing responsibilities for planning and teaching to include a period in the latter half of the programme when they will have total responsibility for the teaching and learning within the classroom. Students will engage in and learn from reflective practice during the placement. They will be required to set learning goals for themselves based on their reflections and learning from their practice and their professional discussions with their co-operating teacher and their placement tutor.

This module aims to:

  • Foster an awareness of the Teaching Council Code of Professional Conduct and ensure that students are fully versed with associated responsibilities
  • Prepare the students for the multi-faceted role of the 21st century primary school teacher
  • Develop in students an understanding of the educational needs of primary school pupils in Irish classrooms
  • Provide opportunities for students to observe experienced teachers training
  • Provide opportunities for students to learn to plan for class teaching, learning and assessment using a wide range of methodologies and approaches
  • Equip students with a set of competencies to facilitate quality teaching and learning
  • Develop knowledge and skills required to provide a stimulating, purposeful learning environment catering for the holistic development of their pupils 
  • Promote a commitment to lifelong learning based on an understanding of the continuum of education
  • Enable the students to engage in professional discussions with relevant members of the school community and institute staff

Learning Outcomes

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

  • Engage in appropriate long and short-term planning which recognises and facilitates whole-class, group and individual learning styles
  • Select from, plan and apply, a wide and creative range of teaching methodologies, that are age and stage appropriate and that motivate pupils and enhance their learning
  • Integrate theory and knowledge learned in college with school-based experience to organise and facilitate the use of play in an early-childhood classroom
  • Choose and employ appropriate skills and strategies to evaluate and support pupils' learning using both summative and formative assessment
  • Use creative technologies to support teaching and learning
  • Critically reflect on their teaching experiences and use these reflections to inform future practice
  • Establish and maintain a stimulating classroom environment using a variety of classroom management strategies which contribute to the development of positive self-esteem among pupils
  • Exhibit the ethical values and professional standards set out in the Teaching Council's Code of Professional Conduct and the Institute's School Placement Handbook in all engagements with pupils, school and institute staff.

Method of Assessment

School Placement (75%)

Interview (25%)

Professional Portfolio (Pass/Fail)

Module Code:PM9111ECTS Credits:5

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.

This module aims to:

  • Give students practice in performing high leverage tasks of teaching in a supportive atmosphere
  • Prepare students for taking on more independent responsibility for teaching
  • Help students deconstruct the work of teaching into discrete components that they can practise
  • Initiate students in a culture of professional culture where they provide and respond to peer feedback on aspects of teaching performance
  • Deepen students’ knowledge and appreciation of professional reading in order to inculcate a lifelong engagement with and contribution to such literature

Learning Outcomes

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

  • Introduce or consolidate primary school curriculum content through storytelling
  • Make content explicit through explanation, modelling, representations and examples
  • Set up and manage small group work
  • Lead a whole class discussion
  • Work with individual students to elicit, probe, and develop their thinking about content
  • Conduct a meeting about a student with a parent or guardian
  • Deliver correct, comprehensible, and professional messages to colleagues, parents and others
  • Select and use particular methods to check understanding and monitor student learning
  • Analyse instruction for the purpose of improving it
  • Deepen their understanding of the practice of teaching and its component practices through reading of and beyond core module texts
  • Combine several practices in one mini-lesson
  • Complete tasks within the time constraints available

Method of Assessment

20-minute lesson with a class of up to 20 children

Module Code:PM9108ECTS Credits:5

Overview

The rationale for this module is to use psychological theory as a lens for exploring best practice in Early Childhood Education. The intention behind merging the two subject areas is to help students to integrate their learning, both in terms of connections across subjects, and in relation to implications for practice. In so doing they understand that all good practice is underpinned by theory and research.

This module aims to explore the following themes in both Child Psychology and Early Childhood Education:

1. Factors that influence children’s development and implications for learning

2. Language development and Emergent Literacy

3. Emotional development, development of self and Behaviour management

Learning Outcomes

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

  • Identify and understand the multitude of factors potentially interacting and impacting on young children’s learning and development, through critical exploration of various theoretical approaches and schools of thought relating to the psychology of early childhood 
  • Systematically understand the appropriate teaching methodologies for the early years’ classroom and the theories that inform them 
  • Differentiate between the different types and benefits of play based on a thorough, critical understanding of constructivist theory and use this knowledge to set up appropriate play-based learning experiences in the early years’ classroom 
  • Observe and assess children’s learning needs through play and other learning situations using video footage as a learning tool 
  • Design and set up a stimulating, print-rich learning environment for an early years classroom based on specialized knowledge of emergent literacy
  • Set up appropriate learning experiences to develop early literacy using high level early literacy skills 
  • Underpinned by clear understanding of how young children learn, use appropriate classroom resources in terms of educational equipment, timetables, classroom rotas and wall displays to enhance children’s learning 
  • Plan discrete oral language lessons drawing on research-based understanding of how young children develop language; and ensure that the classroom environment is language rich, that it promotes quality student-student dialogue as well as student-teacher and group conversations, as appropriate 
  • Understand teaching as a relational activity, and explicate the impact of emotional factors on children’s learning and development, drawing on relevant theory and research
  • Critically analyse a range of theoretical perspectives on behavior management, empowering students to plan and develop appropriate classroom management strategies for the early years’ classroom
  • Recognise the diversity of children’s development, and the different courses such development can take while still remaining “typical” and also to develop differentiated learning experiences for the children as necessary 
  • Exhibit critical, analytical and interdisciplinary approaches to the study of child development and learning, and develop one’s perspectives and approaches in relation to practice 

Method of Assessment

Presentation

Module Code:PM9106ECTS Credits:5

Overview

This module is to introduce students to an understanding of difference and diversity from a human rights perspective. It includes Special Educational Needs, Development Education and Intercultural Education. There is now a strong emphasis on creating inclusive learning environments that can cater for pupil diversity (Griffin & Shevlin, 2011). This is reflected in the UN Convention on the Rights of the Child (1989), the Education Act (1998), the EPSEN Act (2004), the Irish Aid White Paper (2006), and the Intercultural Education Strategy (2010). Consequently all teachers are expected to become capable in the design and delivery of a broad, balanced curriculum that includes all pupils and which incorporates a social justice and global perspective.

This module aims to:

  • Promote an understanding and acceptance of difference and diversity
  • Enable students to develop their skills and competence with a view to working in inclusive environments
  • Promote an understanding of inclusion and the inclusive school
  • Raise students’ awareness of global and social justice issues as they pertain to primary education       

Learning Outcomes

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

  • Critically examine the concept of inclusion from a human rights perspective 
  • Identify a range of opportunities for integration of a social justice perspective into the primary school and classroom
  • Explain and critically analyse some of the causes of global poverty and incorporate an awareness of development education and intercultural education into their classroom planning and practice
  • Critically analyse current theories regarding the teaching of additional language learners in the context of intercultural education 
  • Appraise a range of models for differentiated classroom practice
  • Demonstrate the attitudes necessary for successful engagement with inclusive practice  
  • Demonstrate understanding of the wide spectrum of learning difficulties and Special Educational Needs, and the range of in-school provision (personnel, strategies, resources) available to cater for pupils’ diverse learning needs
  • Employ a limited number of differentiation interventions for enhancing learning in the classroom

Methods of Assessment

Dialogic Assessment 

Demonstration of inclusive practice during school placement

Module Code:PM9103ECTS Credits:5

Overview

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 in primary school 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.

It is also important that the teacher’s own competence in understanding the structure of language is developed so that the teacher will be best positioned to teach literacy in the primary school. This includes understanding what literacy learners need in order to learn the code of written language.

This module addresses both English methodologies and competence for literacy instruction in the Primary School and aims to:

  • Develop an understanding that children take individual and multiple pathways in their literacy learning
  • Encourage a positive, creative and imaginative attitude to teaching English in the primary school
  • Provide opportunities for students to experience teaching methods, strategies and resources for teaching English across the three strands of oral language, reading and writing
  • Give students an understanding of the stages of literacy development as pertinent to children in primary school
  • Give students an understanding of lexical, syntactic and pragmatic language development in the early years
  • Introduce student teachers to the content of the Primary School English Curriculum in the context of  teaching literacy in all classes
  • Develop the teacher‘s role in short term planning and organising for the teaching of English (Oral, Reading and Writing) in the primary school
  • Give students an understanding of the strong reciprocal relationship between oral language and literacy learning
  • Develop students’ own knowledge of the structure of language (phonology, morphology, syntax, semantics)
  • Introduce students to what literacy learners need in order to learn the code of written language (including phonological awareness, knowledge of the alphabetic principle and of phoneme–grapheme relationships, knowledge of how words work, and automatic recognition or spelling of familiar words (automaticity)).
  • Develop an awareness of the differences between the structure of speech and the structure of writing
  • Develop a knowledge of how phonologic, orthographic, syntactic and semantic knowledge lead to automatic and fluent reading 

Learning Outcomes

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

  • Demonstrate content knowledge and understanding of the structure of language and reading 
  • Design English language lessons in accordance with the principles of the Primary School Curriculum 
  • Design a unit of work for short term (1/2 weeks) planning and organisation for the teaching English 
  • Describe appropriate teaching methodologies for the teaching oral language, reading and writing as appropriate to all 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
  • Demonstrate knowledge and understanding of appropriate formative and summative assessment strategies in English

Method of Assessment

3 hour exam

Module Code:PM9104ECTS Credits:5

Overview

Gaeilge:

Is teanga í an Ghaeilge sa bhunscoil mar aon le bheith ina hábhar.  Tá sé tábhachtach, mar sin, go ndéantar forbairt leanúnach ar chumas an mhúinteora sa Ghaeilge ionas go mbeidh an múinteoir in ann feidhmiú trí mheán na Gaeilge go neamhfhoirmiúil sa phobal scoile agus é/í féin a chur in iúl go héifeachtach nuair a bhíonn Gaeilge á múineadh. 

Aidhmeanna:
  • Taitneamh a bheith le baint as an Modúl, dearcadh dearfach a chothú i leith na teanga, fonn sa  mhac léinn a chothú an Ghaeilge a úsáid mar theanga i bpobal foghlama dátheangach
  • Mar fhoghlaimeoir teanga, an mac léinn a spreagadh an phríomhfhreagracht a ghlacadh as a f(h)oghlaim féin, as a c(h)umas ag an leibhéal iontrála (B1, Fráma Tagartha Comónta Eorpach – FTCE a aithint, as torthaí foghlama atá le baint amach a aithint, as bealaí a aithint chun na torthaí foghlama sin a bhaint amach , as clárú a dhéanamh ar a d(h)ul chun cinn ar bhonn reatha agus as méid áirithe neamhspleáchais fhoghlama a bhaint amach.    
  • Feasacht Teanga agus Cultúir a fhorbairt agus a chothú
  • Cumas cluastuisceana an mhic léinn a fhorbairt
  • Líofacht cainte, saibhreas cainte, cruinneas cainte agus dea-fhoghraíocht an mhic léinn a fhorbairt
  • Cumas brí a bhaint as téacsanna scríofa gearra agus fada, agus cumas léamh os ard le brí agus le dea-fhoghraíocht a fhorbairt
  • Cumas an mhic léinn scríobh go saoráideach agus go cruinn a fhorbairt
  • Maidir le litríocht, scileanna léirmheastóireachta a fhorbairt
  • Cruinneas gramadaí a fhorbairt go córasach agus i gcomhthéacs feidhmiúil.

Múineadh na Gaeilge:

Teanga bheo chumarsáide í an Ghaeilge. Is cuid dár n-oidhreacht í agus is í an ghné is sainiúla den chultúr Gaelach í. Cuireann foghlaim na Gaeilge ar chumas an pháiste teagmháil níos dlúithe a dhéanamh leis an gcultúr sin. Is í an Ghaeilge teanga náisiúnta na hÉireann, tá stádas bunreachtúil aici  agus i  gcoitinne  tá  sé  riachtanach go  bhfoghlaimíonn  gach  páiste bunscoile Gaeilge.

Aidhmeanna
  • Tuiscint a fhorbairt ar mhúineadh na Gaeilge mar theanga bheo chumarsáide sna ranganna sóisearacha, sna meánranganna agus sna hardranganna, mar a mholtar é sin a dhéanamh i gCuraclam na Gaeilge
  • Tuiscint a thabhairt do na mic léinn ar Churaclam na Gaeilge agus ar a bhfuil i gceist  le Cur Chuige Cumarsáideach sna ranganna go léir
  • Deiseanna a thabhairt don mhac léinn  straitéisí, modhanna múinte  agus  áiseanna cuí a fheiceáil, triail a bhaint astu agus staidéar agus machnamh a dhéanamh  orthu
  • Tuiscint a thabhairt 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
  • Cabhrú leis an mac léinn  tabhairt  faoi  phleanáil  ghearrthréimhseach agus fhadtréimhseach do Mhúineadh na Gaeilge
  • Féidearthachtaí agus buntáistí a bhaineann le hábhair eile a mhúineadh trí mheán na Gaeilge a chur os comhair na mac léinn.

Learning Outcomes

Mac léinn a n-éiríonn leis/léi an Modúl seo a chríochnú go sásúil, beidh ar chumas an mhic léinn sin:

Gaeilge:

  • an bealach inar glacadh freagracht as foghlaim a léiriú go beacht; an  cumas, na torthaí foghlama agus na bealaí foghlama a aithníodh ag an leibhéal iontrála (B2, Fráma Tagartha Comónta Eorpach) a léiriú; an clárú a rinneadh ar  bhonn reatha ar an bhfoghlaim sin a thaispeáint, an cúram a tógadh agus an leas fóinteach is féidir a bhaint as suímh idirlín ar son téarmaíochta agus cruinnis a léiriú 
  • na bealaí a thaispeáint inar chuidigh feasacht teanga le foghlaim agus an ról a bhí ag feasacht cultúir 
  • éisteacht le tuiscint agus freagraí cearta a thabhairt ar cheisteanna 
  • labhairt go líofa agus go cruinn le stór focal leathan agus saibhreas cainte oiriúnach agus le dea-fhoghraíocht agus pictiúr a phlé, páirt a ghlacadh i gcomhráite ar an ngnáthluas  
  • argóintí a thuiscint agus a chur ar fáil
  • téacsanna scríofa gearra agus fada a léamh go criticiúil agus a thuiscint (féach ábhar an tsiollabais) 
  • scríobh go saoráideach agus go cruinn i réimse de genres, cumarsáid a dhéanamh go cruinn i scríbhinn, i bhfógraí scoile, i nótaí teachtaireachta agus i litreacha/ ríomhphoist agus araile (féach ábhar an tsiollabais) 
  • léirmheas a scríobh ar shaothar litríochta agus tagairtí a liostú i gceart 
  • cruinneas gramadaí a léiriú i gcomhthéacsanna a bhaineann lena s(h)aol pearsanta agus lena s(h)aol gairmiúil, in aistriúcháin agus i dtéacsanna feidhmiúla

Múineadh na Gaeilge:

  • tuiscint shoiléir a léiriú ar mhúineadh na Gaeilge mar theanga bheo chumarsáide sna ranganna sóisearacha, sna meánranganna agus sna hardranganna, mar a mholtar é sin a dhéanamh i gCuraclam na Gaeilge 
  • leagan amach agus príomhthréithe Churaclam na Gaeilge a mhíniú go beacht agus a bhfuil i gceist le cur chuige cumarsáideach a mhíniú
  • straitéisí agus modhanna múinte cuí a úsáid chun freastal ar riachtanais chumarsáide i suímh chumarsáide       
  • an tábhacht a bhaineann le taitneamh agus dearcadh dearfach a mhíniú agus bealaí chun an Ghaeilge a chur chun cinn go neamhfhoirmiúil a rianú
  • tabhairt faoi phleanáil ghearrthréimhseach agus fhadtréimhseach (do shocrúchán scoile agus don saol mar mhúinteoir) agus aonaid oibre a phleanáil faoi scáth téamaí agus topaicí Churaclam na Gaeilge, ceacht Gaeilge a scríobh agus an tábhacht a bhaineann le feidhmeanna teanga agus na tréimhsí i gceacht cumarsáideach a léiriú agus snáitheanna Churaclam na Gaeilge a chomhtháthú, agus measúnú cuí a dhéanamh
  • ceacht in ábhar curaclaim eile a phleanáil agus a mhúineadh go héifeachtach trí mheán na Gaeilge

Methods of Assessment

Gaeilge:

Fillteán Foghlama (25%) 

Scrúdú Scríofa (trí huaire an chloig) (35%) 

Scrúdú Cainte (40%)

Múineadh na Gaeilge:

Scrúdú (dhá uair an chloig)

Module Code:PM9102ECTS Credits:5

Overview

This module brings together subject matter knowledge for primary mathematics and mathematics methodologies. Through the subject matter knowledge element learners will engage in unpacking familiar concepts, procedures and principles to develop competency in the practices required for teaching mathematics, such as explaining and following explanations, reasoning and problem solving.

The methods element will facilitate exploration of the content of the Primary School Mathematics Curriculum through small group Workshop/Laboratory sessions. The Laboratory sessions will explore the lesson planning process and through this reflective process will encompass the development of plans for differentiation and assessment.

Reform mathematics places an emphasis on conceptual understanding and problem solving informed by a constructivist understanding of how children learn. This is a new approach to mathematics for most postgraduate students and therefore they will need exposure to new mathematical content and skills followed by reflection activities so that they can begin to engage with the complexity of teaching mathematics at primary level.

Through engaging with this process students will explore what is worth being familiar with, what is important to know, and what constitutes enduring mathematical understandings in children. They will examine examples of both teachers’ and children’s work and interrogate the content and structure of lessons they prepare for school placement and their future lives as primary teachers.

This module aims to:

  • Introduce postgraduate student teachers to the content of the Primary School Mathematics Curriculum through a problem-solving approach so that they will develop an awareness of the key role of problem-solving in mathematics education
  • Encourage students ‘to take the initiative’ (Mason and Johnston-Wilder, 2006) in engaging with mathematics and to strengthen self-belief in their mathematical ability, with the purpose of fostering a positive attitude towards the subject
  • Facilitate deepening of conceptual understanding of mathematics and to lead students towards using their mathematical powers and abilities, through conjecturing, exploring, testing and communicating, rather than by learning ‘facts’ or ‘procedures’ by rote
  • Through collaborative engagement with the lesson-planning process students will begin to understand the importance of the planning and assessment cycle in relation to teaching primary mathematics and how this can be achieved by designing and implementing engaging and flexible mathematical learning experiences for children. The focus will be on writing clear objectives, developing effective learning activities, identifying appropriate mathematical content and clarifying key messages

Learning Outcomes

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

  • Analyse and solve a range of mathematics problems that teachers need to solve when teaching key topics in primary school mathematics 
  • Represent abstract mathematical ideas in multiple ways that primary school children will understand 
  • Explain the mathematics behind algorithms and procedures used in primary school mathematics 
  • Provide mathematically precise definitions of key terms and use notation and terminology precisely when discussing primary school mathematics
  • Identify and critique strategies that students can use to promote accuracy in their mathematical work
  • Design effective learning activities in primary mathematics and apply a variety of appropriate methodologies to primary mathematics curriculum content
  • Demonstrate knowledge and understanding of appropriate formative and summative assessment strategies in maths
  • Plan, teach and evaluate mathematics lessons both individually and collaboratively

Method of Assessment

3 hour written exam

Module Code:PM9107ECTS Credits:5

Overview

This module 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. Student teachers will be encouraged to focus on the role they play as they promote:

  • The physical, social and emotional growth and development of pupils in both learning areas
  • The adoption of active, healthy lifestyles through informed decision making which leads to effective and responsible action
  • An understanding of the value of self and others and the development of positive interpersonal relationships
  • Participation in regular and varied physical education experiences, which provide the foundation for a lifelong commitment to valuing and leading a physically active lifestyle
  • The systematic and explicit teaching of personal and social skills to give students a basis for resilience and the resourceful management of their own lives.

This modules aims to enable students to:

  • Develop their understanding of the importance of the holistic (physical, mental, emotional, social, and spiritual) dimensions of pupils’ well-being through PE and SPHE. This will be focused on children in the middle/senior classes in the primary school
  • Recognise the central role and responsibilities of the primary teacher when teaching PE and SPHE in a safe environment
  • Identify that learning in PE and SPHE is an active, social process and that knowledge, skills and attitudes in both areas are accordingly actively and socially constructed
  • Manage and organise pupils and relevant equipment in PE and SPHE settings       
  • Teach and assess across a broad range of activities in PE and topics in SPHE
  • Demonstrate a critical awareness of practice and procedure in the learning areas of PE and SPHE.

Learning Outcomes

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

  • Identify and analyse the rationale, nature and value of PE and SPHE in the primary school
  • Describe the structure and content of the curriculum in PE and SPHE and identify opportunities for meaningful cross-curricular links
  • Demonstrate the ability to plan, assess, implement and evaluate lessons and own practice through critical reflection in PE and SPHE
  • Demonstrate a range of teaching methodologies that promote active and differentiated learning within the organisation and management of PE and SPHE in the primary school
  • Examine a range of appropriate resources and equipment available for the teaching of PE and SPHE
  • Exercise appropriate judgement in the use of health and safety strategies in PE and SPHE lessons, taking cognisance of Child Protection and other relevant legislation and guidelines
  • Evidence a systematic understanding of research methodologies and how they might be applied in the area of PE and SPHE

Method of Assessment

P.E.:

Written assignment

SPHE:

Written assignment

Module Code:PM9109ECTS Credits:5

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.

This modules aims to:

  • Familiarise students with the appropriate pedagogies and methodologies for the teaching of R.E. at primary school level
  • Explore empathically the richness of the World’s Religions and Belief Systems
  • 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 

Learning Outcomes

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

  • Research, evaluate and select from a wide variety of pedagogies and methodologies to facilitate the design of R.E. lessons appropriate to specific classroom contexts     
  • Demonstrate a professional commitment to developing an empathic understanding and appreciation of diverse religions and belief systems
  • Identify, research and critically reflect upon suitable strategies for meaningful inclusive practice in R.E. with sensitivity to the culture and ethos of a variety of school models
  • Critically analyse and self-evaluate the student’s own ontological and epistemological journey in R.E.
  • Evidence a systematic understanding of the skills, qualities and attributes required by the R.E. teacher in order to contribute to the holistic development of primary school pupils
  • Demonstrate dimensions of subject knowledge, content knowledge and pedagogical content knowledge in the areas of ethics, morals and spirituality, essential to that holistic development

Methods of Assessment

3,000 word essay

Module Code:PM9110ECTS Credits:5

Overview

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 course 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 study of the Primary School Curriculum (1999) and the associated Teacher Guidelines will be a primary focus of the course.

The course 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.

This module aims to:

  • Help students expand and broaden their knowledge of topics in the subject areas of history, geography and science
  • Help participants develop a holistic understanding and awareness of the importance of SESE as an area of study within the primary school curriculum and its importance within the classroom, the school and the wider environment
  • Stimulate and encourage the students own curiosity and interest in their environment in general so that they support and promote a sense of responsibility and commitment towards the sustainable use of the earth’s resources
  • Equip the students with the knowledge and skills necessary to teach SESE in diverse classroom settings with confidence and competence
  • Facilitate constructive debate and discussion of the application of innovative teaching, learning, and assessment strategies in SESE
  • Develop understanding in students of the basic processes that govern and shape their world and to promote the sustainable use of the Earth’s resources
  • Develop understanding in students the concept of interdependence in an ever changing world

Learning Outcomes

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

  • Demonstrate a comprehensive knowledge of the current curriculum documents and recognise the strands, strand units, skills and competencies that pupils should develop at each level in the primary classroom for each curricular area
  • Prepare and write lessons and schemes of work in SESE which demonstrate an awareness of the local and global concerns, and which incorporate a development education perspective appropriate to the primary school classroom
  • Explore ways that various materials and resources, including the use of ICT, can be used effectively and safely in the classroom to create an active, engaging, learning environment
  • Critique materials for teaching SESE and create and develop their own innovative resources
  • Use diverse approaches to become a resourceful teacher and a thoughtful reflective practitioner in the subject areas of history, geography and science
  • Explore a range of different environments through fieldwork to support children’s learning in their own immediate local environment
  • Demonstrate the skills of working as an historian, a scientist and a geographer

Method of Assessment

3,000 word portfolio

Module Code:PM9105ECTS Credits:5

Overview

The arts are universal to all cultural groupings. Through the arts, humans come to know themselves and their world and express human experience creatively and imaginatively (DES, 1999). Arts education is an entitlement of every pupil (Bloomfield & Childs, 2000) and since aesthetic and creative development is not an automatic consequence of maturation, primary teachers must be qualified to create zones of development within which the course of pupils’ arts development can be promoted (Eisner, 2002). This requires teachers to have an understanding of the knowledge areas of individual art forms and how they are applied (Bloomfield & Childs, 2000). While each of the arts share epistemological knowledge domains, they each posses their own epistemologies. Therefore, this module enables students to study the arts in both a discrete and integrated manner in Year One.

This module aims to enable students to:

  • critically examine their personal biographies, perceptions and current dispositions towards visual arts music, and drama
  • acquire initial foundation arts ‘connoisseurship’ and understanding of the arts elements
  • develop their receptive and expressive abilities through participation, repertoire, critical awareness and context 
  • exercise creative and imaginative thinking and develop inventiveness and creative risk-taking
  • explore curriculum components of the visual arts, music and drama curricula
  • foster an open and curious disposition towards the arts
  • enact their role as caring and moral person, cultural being, instructional manager and generous expert
  • examine lesson planning, assessment and key teaching methodologies in relation to arts education  

Learning Outcomes

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

  • Critically examine their own arts education biographies informed by engagement and shared knowledge construction
  • Reflect upon the centrality and transformative potential of arts education
  • Describe key elements of the arts as experienced through direct exploration of some visual arts, music and drama curricula components
  • Reflect on how ideas, feelings and experiences can be explored through the arts 
  • Use stimuli effectively and appropriately in their teaching
  • Appraise the general aims and emphases of arts education curricula at primary level
  • Critique the rationale, structure and key emphases of the arts curricula 
  • Appraise existing teaching materials in light of curriculum emphases
  • Design imaginative and meaningful lesson plans
  • Reflect upon process and key literature to inform classroom arts practice

Method of Assessment

Group Presentation (50%)

Individual Critical Reflective Folio-Journal - 1,500 words (50%)