B.Ed (Primary) Year 3 Module Listings

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.

• To extend students’ range of skills and abilities so that they can reflect on a variety of methodologies and consider their implementation in the classroom
• To progress students’ concepts of the role of the teacher and develop their professionalism in the classroom
• That students will learn to plan comprehensively for teaching to include integration of subjects and collaborative learning practices
• That students will engage with a variety of differentiation and assessment strategies when planning for and teaching in the classroom
• That students are able to apply a variety of principles and techniques in classroom behaviour management
• That students will develop (a) an increased awareness of the importance of creating a stimulating classroom environment and (b) the necessary skills to realise this aim at the level of practice.
• That students learn to self-reflect and evaluate classroom preparation and performance and implications for future planning

Overview

This module has a particular weighting on music education, developing students’ musical concepts and skills through active engagement in listening and responding, composing, and performing activities. It situates the teaching of music in the context of the primary classroom with a focus on music learning in junior classes, examining curricula and the musical development of students within this age group. Students will continue to develop a rationale for the inclusion of music within the primary school curriculum. Students will also explore methodological and organisational strategies for music teaching and learning, considering schematic and thematic planning, assessment, and differentiation within the music lesson.

In visual arts education, this module focuses on the aesthetic and creative development of children in junior classes in the primary school context. Students will explore methodological and organisational strategies for supporting their classroom practice, with particular focus on schematic planning, differentiation and multicultural art education. Similarly, in the drama component, students focus on exploration of theories and practical application of drama education for junior classes. Emphasis is also placed on use of puppets, planning, differentiation and assessment and whole school planning for drama.

Overview

English Methods (2.5 ECTS credits)

As language is central to learning, the importance of becoming literate in English cannot be overstated. Children at the junior class level (Junior Infants – 1st Class) of primary school need to develop crucial literacy skills in the three language strands of the Primary Language Curriculum: oral language, reading and writing. This module will provide student teachers with the guidance and instruction needed to understand how these skills are developed and learn evidence-based methodologies for teaching these vital skills.

Over the course of this module, student teachers will develop an understanding of the complementary nature of reading, writing and oral language development in emergent literacy, understand stages of children’s literacy development and how to teach literacy. The module will also develop student teachers’ understanding that children take individual and multiple pathways in their literacy learning and they will be introduced to short- and long-term planning for the teaching of English in the junior classes based on the Primary Language Curriculum (NCCA, 2019).

Múineadh na Gaeilge (2.5 ECTS credits)

Sa mhodúl seo cuirtear béim ar na modhanna agus cuir chuige éagsúla chun an Ghaeilge a mhúineadh sa seomra ranga. Forbraítear tuiscint na mac léinn ar mhúineadh na Gaeilge mar theanga bheo chumarsáide sna ranganna sóisearacha 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 ranganna sóisearacha 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. Tógtar ar an mbonn eolais a fuair mic léinn sa chéad bhliain. Cabhraítear le mic léinn tabhairt faoi phleanáil ghearrthréimhseach agus fhadthréimhseach do Mhúineadh na Gaeilge sna ranganna sinsearacha ach go háirithe, do Shocrúcháin Scoile.

Overview

The underlying principle of the module is to enable students to deepen their understanding of mathematics, in order that they can effectively do the work of teaching. It is designed to facilitate the acquisition of a range of specialised knowledge and skills required for the work of teaching mathematics (Ball, D. et al, 2008). Learners engage in unpacking familiar concepts, procedures and principles to develop competency in the practices required in teaching mathematics, such as explaining and following explanations, reasoning and problem solving. The module aims to encourage students to use their initiative to engage with mathematics (Mason, J., 2006) and to strengthen self-belief in their mathematical ability, with the purpose of fostering a positive attitude towards the subject. It also aims to 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 and to develop competence in the expertise required to be skilled and confident mathematics educators . 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. Students should also be able to represent abstract mathematical ideas in multiple ways that primary school children will understand and to provide mathematically precise definitions of key terms which are comprehensible to primary school students. The module assessment consists of a practical demonstration task and a written examination.

Overview

Maths Methods 3 (2.5 ECTS Credits)

This third year module aims to develop in student teachers the ability to create, implement and assess engaging and challenging mathematical experiences for children in infants to first class of primary school. Student teachers are introduced to the content of the Primary School Mathematics Curriculum (junior infants to first class) through a problem-solving approach so that they will understand how to prepare and implement mathematics lessons across all strands of mathematics at primary level. The following topics are included: algebra and early mathematical activities, data, number, measures and shape and space. Students are provided with opportunities to develop an understanding of the important role of language and play in the mathematical development of young children. The module examines connections between the Primary School Mathematics Curriculum and the Aistear framework. These are considered in light of international findings. Students examine examples of mathematical ideas and explore the pervasive nature of numeracy in the lives of young children. In this module, assessment consists of a written examination.

Social, Environmental and Scientific Education (SESE) (2.5 ECTS Credits)

This course at junior sophister level seeks to build on the preceding senior freshman course in Social Environmental and Scientific Education (SESE) with a particular emphasis on teaching junior classes (infants to second) in the primary school.

Education about the environment can be pursued through a range of learning experiences across a number of curricular subjects.

The national strategy for improving literacy and numeracy in schools – Literacy and Numeracy for Learning and Life – The National Strategy to Improve literacy and Numeracy among Children and Young People (2011) advocates a cross curricular approach to developing literacy and numeracy so that pupils can apply those skills to real life situations and enable them to make sense of the world.

There is immense potential for integration and linkage between SESE and other curricular areas. Key mathematical skills such as problem solving, estimating and measuring, problem solving, and analysing data are also skills shared with the subject areas of science and geography in particular. History also has potential to develop the mathematical understanding of time and time measurement.

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 the main focus of the course.

Overview

Students undertake studies in Early Childhood Education to develop their understanding of how young children learn best. On completion of the module students should have developed the skills necessary to organise, manage and support young children’s learning using appropriate teaching methodologies such as talk and discussion, active learning, collaborative learning, problem-solving and use of the environment. Students also need to be conversant with up-to-date research in Early Childhood Education and should be able to advocate for children and for appropriate classroom practice for the early childhood years. The course focus includes playful learning, developing and supporting child agency and voice, oral language development and classroom management and organisation.

Overview

Communicative Competence in English (2.5 ECTS Credits)

This module is part of the theme Professional Studies and the Practice of Teaching. The module intends to develop in students an appreciation of the diversity and complexity of the relationships that exist within primary school communities. Through exploring the roles of the stakeholders in a child’s education and reflecting on their own attitudes and understanding of partnership they will be better able to understand how a complex organisation such as school operates. It is important for beginning teachers to be aware of the range of strategies that may be used to develop positive relationships and communicate effectively in their professional lives.

Cumas Cumarsáide sa Ghaeilge don Scoil agus don Phobal (2.5 ECTS Credits)

Sa mhodúl seo, cuirtear béim ar an nGaeilge mar theanga bheo chumarsáide. Díríonn an modúl ar an gcumarsáid éifeachtach le pobal na scoile san éisteacht, sa labhairt, sa léitheoireacht agus sa scríbhneoireacht. Ag deireadh an mhodúil, ba chóir don mhac léinn a bheith in ann:

• éisteacht le teachtaireachtaí a bhaineann le saol na scoile agus iad a thuiscint;
• labhairt go líofa agus go cruinn i mbun teagaisc, i suíomhanna neamhfhoirmiúla leis na páistí agus i gcumarsáid le daoine fásta eile sa scoil;
• ríomhphoist, litreacha, fógraí scoile, póstaeir, nótaí teachtaireachta, gairmré, cuirí, tuairiscí agus doiciméid eile scoile a scríobh go cruinn;
• lámhleabhair, ciorcláin, ailt i bhfoilseacháin do mhúinteoirí a léamh agus a thuiscint, agus a bheith in ann píosaí ábhartha a léamh os ard do phobal éisteachta na scoile.

Overview

Approximations of Practice

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. The approximations are centred around high leverage practices or core practices in teaching, examples of which include teaching the whole class and understanding variations in achievement, preparing for a lesson, leading a whole-class discussion, connecting content across lessons, teaching while students work independently, establishing a classroom culture (Lampert, 2001). This module extends what students learned when doing their approximations of practice in their junior freshman year. The practices this year emphasise differentiation, assessment and use approximations that include interaction with members of the wider school community. As far as possible approximations are integrated with one another.

Behaviour Management

As part of their B.Ed., students engage in modules on classroom management which focus on day-to-day organisational matters within their practice. Students also undertake modules in Special Educational Needs, which explore some of the learning and emotional-behavioural difficulties of children they are likely to encounter during their careers. This course on Behaviour Management forms part of the Professional Studies module and will focus on the needs of children whose behaviour is not necessarily identified as a 'Special Educational Need', but which, nevertheless, may not be successfully managed through regular classroom management strategies.

Overview

The purpose of this module is to introduce students to the some key sociological frameworks and concepts which seek to explain the relationship between schooling, education and society. The module will provide students with the opportunity to develop a range of critical ‘thinking tools’ through they can situate their work as educators vis-a-vis wider societal processes and social phenomena. In particular it will explore the way in which schooling is implicated in both the reproduction and distribution of educational and other life chances relative to different minoritised groups (e.g., social class, gender, LGBTQI, minority ethnicities including members of the Travelling and Roma communities, refugee and asylum seeking children and young people).

Overview

A critical component of the Bachelor in Education programme is the development of the necessary knowledge and competency required to teach and assess literacy in a primary school setting. Teachers’ successful implementation of research-based literacy instruction requires at least basic knowledge about components of literacy, as well as how to assess those components (Spear-Swerling & Zibulsky, 2014). Teachers must also have knowledge of language structure, reading development, and pedagogy to differentiate instruction for diverse learners and children with learning disabilities. This module aims to introduce student teachers to the science of reading, to develop student teachers’ own knowledge of the structure of language (phonology, morphology, syntax, semantics), and to introduce student teachers to what literacy learners need in order to ‘crack the code’ of written language.

Overview

This module introduces students to educational research methods and the nature of educational research. It supports students to develop an understanding of the inter-relationships between theory, practice and research in classrooms, schools and communities in the context of primary education. Students will be introduced to the value that a research approach can bring to education practice and professional development. Drawing upon a wide range of national and international research resources, including blogs, podcasts, webinars, datasets and academic literature, students will be introduced to key ontological, epistemological and methodological perspectives in education. The module will build student’s reflective and critical exploration of initial research design with a view to the practicalities of conducting the research. The structure of this module is sequential; helping students to identify a research topic and formulate research question(s) that draw on their intellectual interests and their professional placement experience: conduct a systematic literature review, select appropriate research methods and methodologies; and appreciate best ethical principles and practices for participant research. By the end of the module students will complete a research proposal that outlines their research design.