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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Curriculum & Pedagogy
Module Code AP703 (ITS) / EDU1004 (Banner)
Faculty DCU Institute of Education School Arts Education & Movement
Module Co-ordinatorNiamh Mcguirk
Module TeachersAnne Marie Kavanagh, Jones Irwin
NFQ level 9 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
Coursework Only
Description

Students will examine the development of multi-denominational schools in Ireland and the associated ethical education curricula. Building on the two previous modules, students will explore the concept of ethical education in an international context and learn to identify and develop appropriate teaching and learning methodologies and resources. A key component of the module will be the exploration of various concepts associated with an ethical education curriculum through a broad range of pedagogies, learning objects, lesson plans and additional materials including visual and digital resources. Throughout the module students will reflect on the role of the teacher as an ethical practitioner and on the relationship between curriculum, pedagogy and ethos.

Learning Outcomes

1. Critically analyse the development of multi-denominational schools in Ireland and the social, political and legal context of this development.
2. Appraise the ethical curricula used in multi-denominational and equality-based primary and secondary school contexts in Ireland.
3. Situate the concept of ethical education in Irish school contexts within comparative international approaches to ethical education.
4. Demonstrate an understanding of the relationship between school ethos, curriculum and pedagogy.
5. Identify and develop examples of methodologies and resources to support an Ethical Education curriculum, appraise them and show how they can be used in practice.
6. Demonstrate a critical understanding of the significant role of personal dispositions, attitudes, assumptions, values and dominant discourse in shaping their attitude and approaches to education and their personal and professional development as teachers.
7. Develop a critical understanding of the complexities of ethical and intercultural education in multi-denominational school settings
8. Critically evaluate a range of pedagogical strategies and approaches which can be used to engage learners in themes related to ethical education



Workload Full-time hours per semester
Type Hours Description
Lecture20No Description
Independent Study30No Description
Workplace application30No Description
Online activity10Discussions/reflections on pedagogical issues
Assignment Completion35No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
• Concepts of ethical education and Education about Religions and Beliefs (ERB). • International examples of Ethical Education Curriculum and Programmes – rationale and content. • Critical analysis of Ethical Education Curriculums. • Ethical curricula in multi-denominational/equality-based Irish primary and secondary schools • Teaching resources, pedagogy and methodologies for ethical education. • School ethos and its relationship to curriculum. • The teacher as an ethical practitioner Learning activities Presentations from lecturers, visiting speakers and students themselves; games; discussions; engagement with online material; research; reflection and reading. Multimedia (television footage, radio broadcasts, video interviews, online content, etc.), books, journal articles, reports, curricula, learning resources, newspaper articles etc

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Assignmentn/a100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

  • Campbell, E.: 2003, The Ethical Teacher, Open University Press, Maidenhead, 978-033521218
  • Fisher, R.: 2008, Teaching Thinking Philosophical Enquiry in the Classroom., 3rd ed, Bloomsbury., London,
  • OSCE & OHIDR.: 2007, Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools., OHIDR, Warsaw,
  • Narvaez, D.: 2008, Integrative ethical education – A developmental Model., University of Notre Dame, Notre Dame,
Other Resources

None

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