Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||||
|
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||||