B.Sc (Ed Studies) Year 2 Module Listings

Overview

The course sets out to facilitate an understanding of key perennial and emerging issues in education at a national and international level.

Learning Outcomes

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

• Identify the significant issues and controversies in contemporary Irish education;
• Critically analyse the influence of wider social, political and cultural forces on education in Ireland and internationally;
• Assess the impact of policy interventions on teaching and learning in different environments, considering the extent to which such interventions have succeeded or failed in their objectives;
• Evaluate the interaction between the modern state and other institutional stakeholders in education at a national and international level;
• Critically appraise the importance of ideology in education, including political ideologies of the past and the free market paradigm in the current generation;
• Analyse educational issues and controversies in an informed and critical fashion.
• Present to peers the main points of contention in relation to a current issue or controversy in education

Method of Assessment

2 x 1,500 word essays (30%)

Written exam (70%)

Overview

This module provides an introduction to the theory and practice of designing curricula and programmes for learning in a variety of educational settings, both formal and informal. It is designed to provide insight into, and practical experience in, planning for curriculum. Based on the curriculum literature and contemporary practice, we shall examine the elements and strategies that support the curriculum planning process. Curriculum planning is a collaborative process. It draws from several areas of inquiry and expertise.

Learning Outcomes

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

• Differentiate between different forms of curriculum through interpreting contemporary definitions of curriculum as well as theoretical perspectives, ideologies and purposes underlying curriculum
• Identify and name elements of the learning wheel from specifying learner needs to evaluating the learning
• Explain how political, economic and social factors influence the design of Curriculum
• Describe different models of curriculum planning and development and locate Ireland within an international setting
• Construct and develop curricula/programmes of learning for use in formal and informal settings
• Apply learning outcomes derived from theory to educational practice

Method of Assessment

Group Assignment (40%)

2 hour exam (60%)

Overview

History books and official documents are the usual sources used to evidence the origins and development of Irish Education. This module will look beyond the official accounts to narratives of education in Irish and Anglo-Irish literature. It will examine how Teaching and Learning are presented in prose and poetry. Images of the teacher, images of the learner and images of educational settings will be explored. Students will compare the presentation of education in Irish-language literature with the presentation of education in Anglo-Irish literature.  

Learning Outcomes

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

• Trace the theme of education in Irish and Anglo-Irish texts (c.1800- c.2000).
• Analyse the theme of education, using literary textual analysis, in Irish and Anglo-Irish texts.
• Characterise educationalists as presented in Irish and Anglo-Irish texts.
• Describe educational settings as presented in Irish and Anglo-Irish texts.
• Compare the presentation of Irish education in literary and non-literary texts.
• Reflect unsentimentally on, and show, how literature can inform educational theory and practice.
• Question the nature, meaning and purposes of education as manifested in Irish and Anglo-Irish literary texts.

Method of Assessment

2 x 1,500 word essay

Overview

This module aims to develop students' understanding of development issues and development education with particular reference to communicating global development with particular reference to communicating global development perspectives to adolescents in both the formal and non-formal sectors in Ireland. The module will be underpinned by core principles of development education, contextualised within the new Sustainable Development Goals (SDG) framework and the overarching SDG principles of people, dignity, planet, prosperity, partnership and justice. The module will also be informed by the National Strategy on Education for Sustainable Development 2014-2020.

Learning Outcomes

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

• Identify and articulate the key issues and challenges for sustainable development in a local and global context.
• Develop their understanding of ESD and its contribution to education.
• Acquire the knowledge, key dispositions, skills and values which will motivate and empower them as informed active citizens and future educators on sustainable development.
• Understand the role of Irish Aid including its role in relation to the SDGs and national ESD and development education strategies.
• Have a perspective on the work of Irish NGDOs and engage with key personnel from this sector, in particular the diaspora community.
• Critique a range of development education resources and approaches, specifically those relating to the adolescent sector.
• Hone their critical thinking, reflection and analytical skills so that they can develop opinions on their own values and perspectives and an awareness of their role and potential as global citizens and educators for global citizenship/denizenship.

Method of Assessment

3,000 word Learning Journal

Overview

This module facilitates students understanding of the concept of “adolescence” as a social construction, and in terms of its psychological and developmental impacts. Physical, cognitive and emotional changes experienced by individuals between the ages of 12 and 18 are considered, with specific reference to educational implications and appropriate teaching practices.

Learning Outcomes

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

• Identify the multitude of factors interacting and impacting on adolescent development.
• Describe various theoretical approaches to explaining development, and how different psychological theories of adolescent development compare and contrast.
• Apply theoretical concepts to develop practical approaches to the creation of supportive learning environments for adolescents in an educational setting.
• Analyse the diversity of adolescent development, and the different courses such development can take while still remaining “typical”.
• Describe developmental disabilities and delays, particularly with a view to fostering nurturing educational environments.
• Describe the potentially liberating effects of education for adolescents with reference to concepts such as empowerment, social justice and prevention of reproduction of oppression through educational systems.
• Complete a reflective journal relating the theoretical and practical approaches to their experience in educational work settings.

Method of Assessment

Presentation (30%)

Written Exam (70%)

Overview

The purpose of this module is to prepare students to live and work in a diverse society. Students will learn about Irish culture and other cultures, and learn how culture influences the behaviour of individuals and groups. Students will become aware of sources of prejudice and stereotypes, while improving their communication and interpersonal skills, in order to diminish intolerance and discrimination. Students will examine and critique models of education in a range of diverse societies across the world.

Learning Outcomes

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

• Recognise their own cultural and linguistic heritage and suggest how this may impact on their world-view
• Critically analyse key policy documents in relation to intercultural education in Ireland and Europe
• Identify and interrogate sources of prejudice, stereotyping and racism at an individual, group and societal level
• Outline the main anti-racist and multicultural initiatives in Ireland and in other jurisdictions
• Discuss skills and practical strategies for effectively engaging with individuals and groups from diverse backgrounds

Method of Assessment

3,000 word Learning Journal

Overview

This module introduces students to the potential of education to facilitate human flourishing, address personal growth and development matters, provide an introduction to adolescent/young adult self-care issues; explore the deeper philosophical questions; understand the role and function of existential crises in personal and educational development ; provide an introduction to communication and leadership skills; and provide an introduction to critical reflection and its role in transformative and life-long learning.

Educational and personal transformation is a life-long process; therefore this module will provide students with an introduction to and exploration of the human search for meaning and integral personal growth. The individuation process of adolescence is a pivotal stage of identity development and its personal and social expression. Students will learn about, and develop skills, to promote the integrated unfolding of the person, particularly through the educational process. They will be encouraged to recognise the different ways of discovering and expressing growth in the context of their own lives and the educational environment. In particular reference to the BSc programme, students will learn that in order to be educators they need to identify the teacher or leader within themselves and learn to express this through their quality of presence, depth of self-understanding, and the ability to be reflexive. 

Learning Outcomes

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

• Exhibit a capacity for understanding and applying reflective practice as an essential life skill.
• Demonstrate an understanding of the stages of life and identify what promotes human flourishing. 
• Identify the perennial philosophical questions that impinge upon the human search for meaning. 
• Recognise the challenges and stresses common to the developmental stages of human life.
• Develop an understanding of self-care as an integral aspect of a happy, fulfilled life.
• Acquire coping strategies to deal with the stresses of life and learning.
• Acquire the ability to communicate well and develop a good quality of presence in the classroom.
• Evaluate the different types of leadership styles and how they operate in the classroom.

Method of Assessment:

1,800 word essay (60%)

Student Presentation and Reflection Paper (40%)

Overview

Second/additional language learning is a major element of education in Ireland for three reasons:

• The Irish language, although stated in the Constitution of Ireland (1937) to be the first language of the state is considered by many to be our second language due to the fact that only 4.4% of the population use the Irish language daily (CSO, 2006).
• The majority of schools in Ireland are English – medium schools and therefore Irish is taught and learned as a second language.
• Ireland is a multicultural and multilingual society and there is a growing appreciation of the linguistic diversity and linguistic richness within the country.

Learning Outcomes

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

• Explore the role played by beliefs in the language learning process
• Present in a coherent manner their own second/additional language learning experiences
• Explain the main theories of second/additional language learning
• Evaluate and describe the role of the first language in second/additional language acquisition
• Identify strategies used by learners in second/additional language learning
• Evaluate approaches to second/additional language teaching
• Critically analyse a number of second language learning case studies using the theory learned
• Explain how cultural, political, economic and social factors can influence the second language learning context.

Method of Assessment

3,000 word E-Portfolio

Aidhmeanna

I láthair na huaire in Éirinn, cuirtear oideachas ar fáil go hiomlán trí mheán na Gaeilge ag an uile leibhéal (Naíonraí, Bunscoileanna Lán-Ghaeilge, Bunscoileanna Gaeltachta, Meánscoileanna Lán-Ghaeilge, Dámha Lán-Ghaeilge in Institiúidí Tríú Leibhéal áirithe – idir Ollscoileanna agus Institiúidí Teicneolaíochta).  Tá méadú suntasach tagtha ar an earnáil sin sa chóras oideachais.  Tá sé tábhachtach fás agus forbairt na hearnála seo a fhiosrú agus staidéar a dhéanamh ar ról an Stáit agus ar róil na n-eagraíochtaí éagsúla atá ann a chothaíonn agus a dhéanann comhordú ar an soláthar san earnáil sin.  Tá sé tábhachtach, freisin, tuiscint a thabhairt dóibh siúd ar mian leo obair san earnáil sin,  ar na dúshláin agus na conspóidí a bhaineann léi. 

Torthaí Foghlama

Mac léinn a n-éiríonn leis/léi an modúl seo a chríochnú go sásúil, ba chóir go mbeadh sé ar chumas an mhic léinn sin:

• éabhlóid an oideachais trí mheán na Gaeilge in Éirinn ó 1831 ar aghaidh, a rianú
• eolas a léiriú ar stair an bhunoideachais agus an mheánoideachais trí mheán na Gaeilge in Éirinn agus fás na Gaelscolaíochta a mhíniú
• fás na Réamhscolaíochta trí mheán na Gaeilge a mhíniú
• stair sholáthar an oideachais ag an leibhéal bunscoile agus iarbhunscoile a thabhairt maidir leis an teanga theagaisc a úsáideadh
• soláthar an oideachais trí mheán na Gaeilge ag an tríú leibhéal in Éirinn a chur i láthai
• cur síos a dhéanamh ar pholasaithe an Stáit agus ar róil eagraíochta    tacaíochta
• anailís a dhéanamh ar thorthaí an oideachais trí mheán na Gaeilge dúshláin agus conspóidí a bhaineann leis an gcineál oideachais sin a aithint,  tuairimí a nochtadh fúthu agus seasaimh a thógáil ina leith.

Modh Measúnaithe

40% Tionscnamh (1000 Focal)

40% Páipéar Scrúdaithe (2 uair an chloig)

20% Cur i Láthair (Obair Ghrúpa)

Overview

Most activities within every organisation have financial implications, and most staff members are likely to require some level of financial or budgetary knowledge and acquire responsibility for handling financial or budgetary matters during their career. For educational organisations, it is important to be familiar with various sources of public and private income available to the organisation, and with the regulations regarding management and control of publicly-funded expenditure. This course provides an introduction to accounting procedures to enable students to take responsibility for successfully managing and analysing finance and budgets in various educational settings.

Learning Outcomes

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

• Explain how to comply with taxation law and other regulations, where applicable, in the expenditure of allocated funds
• Prepare and interpret budgets for the management of funds in several educational institutions
• Identify several sources of funding for educational institutions and projects
• Apply conventional accounting procedures and standards to account for receipts and expenditure of all funds of educational institutions, irrespective of the origin of the funds
• Name specific project grants available to educational bodies and identify the purposes for which such grants are intended to be used
• Prepare an application for a grant that is available from state funds or from philanthropic sources to support initiatives in education
• Outline the tendering process that applies to the expenditure of state funds

Method of Assessment

1,500 word essay (50%)

Written exam (50%)

Aidhmeanna

Is í an Ghaeilge ár dteanga náisiúnta agus céad teanga oifigiúil an Stáit. Mar gheall air sin, aon áit  ina mbíonn daoine ag déanamh cumarsáide lena chéile, ina saol gairmiúil, go háirithe san earnáil phoiblí (an státseirbhís, comhlachtaí stáit, iarsmalanna, ionaid oidhreachta, cúirteanna, leabharlanna, scoileanna agus institiúidí oideachais, agus araile), agus freisin san earnáil phríobháideach (comhlachtaí, na meáin chumarsáide, eagraíochtaí cultúrtha; mar shampla, Cumann Lúthchleas Gael, Comhaltas Ceoltóirí Éireann; agus oifigí fáilte i gcoitinne), tá sé riachtanach gur féidir le duine feidhmiú agus cumarsáid a dhéanamh trí mheán na Gaeilge. Chuige sin, is gá go córasach cúram a dhéanamh de na scileanna teanga i.e. den chumas éisteachta, den chumas labhartha, den chumas léitheoireachta agus den chumas scríbhneoireachta. Is gá deiseanna a thabhairt don mhac léinn an teanga a úsáid mar fhoghlaimeoir ar an gcúrsa agus i rith an chleachtaidh oibre.

Sa bhunmhúinteoireacht, tá ardchaighdeán sa Ghaeilge riachtanach agus nuair a thugtar deis don mhac léinn an t-ardchaighdeán seo a bhaint amach i mbunchéim, bíonn sé sin ina bhuntáiste aige/aici agus é/í ag tabhairt faoin nGaeilge san Ard-Dioplóma sa Bhunoideachas i gcoláistí oideachais in Éirinn. Leis an mbunchéim seo agus an Modúl Gaeilge seo inti gach bliain, bíonn díolúine ón nGaeilge (ach amháin ó Mhúineadh na Gaeilge/ón nGné Phraiticiúil de Mhúineadh na Gaeilge) ag mac léinn a thugann faoin S.C.G. (An Scrúdú le hAghaidh Cáilíochta sa Ghaeilge) nó faoi O.C.G. (Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge) tar éis dó/di cáilíocht sa bhunmhúinteoireacht a bhaint amach thar lear.

Torthaí Foghlama

• Éisteacht leis an nGaeilge i réimse de shuímh, idir phearsanta agus ghairmiúil (go háirithe, fógraí, comhráite agus míreanna nuachta) agus tuiscint ag meánleibhéal a léiriú
• Tuiscint mhaith ar an bhfocal labhartha, líofacht mhaith cainte, cruinneas maith cainte, stór maith focal, foghraíocht cheart agus féinmhuinín i mbun labhartha a léiriú 
• Téacsanna feidhmiúla, ag meánleibhéal, a léamh agus a thuiscint (go háirithe, treoracha,  biachláir, fógraí, ailt as nuacht-litreacha, irisleabhair agus nuachtáin, agus ríomhphoist), agus eolas a dhíorthú
• Scríobh go feidhmiúil agus go cruinn, ag meánleibhéal, (go háirithe, treoracha, biachláir, fógraí, ailt do nuacht-litreacha agus nuachtáin, agus ríomhphoist)
• Aistriú ó Bhéarla go Gaeilge ag meánleibhéal (go háirithe, treoracha, biachláir, fógraí, ailt do nuacht-litreacha agus nuachtáin, agus ríomhphoist )
• Leas fóinteach a bhaint as foinsí (foclóirí agus leabhair ghramadaí) agus suímh idirlín a chabhraíonn leis an mac léinn, foghlaim, féincheartú agus profáil  a dhéanamh.

Modh Measúnaithe

20% Triail Chluastuisceana (50 nóiméad)

40% Triail Scríofa (3 uair an chloig)

40% Scrúdú Cainte (20 nóiméad)