Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||||||||||||
|
Coursework Only Autumn assessment; however marks awarded for participation in class continuous assessment cannot be carried as there is no resit opportunity for this element. |
|||||||||||||||||||||||||||||||||||||||||||||||||
|
Description In the context of primary education, integration is a central tenant of high quality teaching and learning in the primary curriculum (NCCA, 2020). Influenced by the thinking of Locke, Rousseau, Dewey and the progressive education movement, an integrated curriculum is based on the pedagogical and epistemological principles of constructivism which beliefs that learners construct their own knowledge and understanding by doing and motivated by teaching approaches that begin with the learners’ prior learning. To support student teachers’ understanding and practice of integration, students undertake this module where the focus is on providing meaningful learning activities that are designed by crossing discipline boundaries and/or utilising multiple disciplinary perspectives (Dowden, 2014) to support the individual needs, knowledge, skills, dispositions, cultures and interests of the ‘whole’ child, including relationships with families and communities (New, 1999). The module examines and critiques approaches to plan and develop integrated learning experiences from junior-sixth class, while integrating the four themes of Aistear (Well-being; Identity and Belonging; Communicating; Exploring and Thinking) (NCCA, 2009) with curriculum subjects of the Primary School Curriculum (GoI, 1999; DES, 2019). The module will identify various models/approaches of curriculum integration (Fogarty, 2009; Banks, 2003) that promote authentic content and skills integration that are appropriate for early childhood and primary education and which will underpin the requirement for students to plan and provide integrated teaching and learning experiences in their final year professional practice. | |||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Consolidate understanding of foundational roots of an integrated curriculum in early childhood and primary education contexts through revisiting educational theories studied in various modules of the BEd programme in years 1, 2 and 3. 2. Appraise and critique theoretical perspectives on integration with a view to understanding both its benefits and challenges. 3. Identify and evaluate integrated approaches to planning learning experiences for young children that cohere with the Infant Primary School Curriculum and Aistear. 4. Appreciate diverse starting points for integration in middle and senior classes such as enquiry-based, challenged based learning (CBL), arts integration or other subject areas, frameworks, models or abstract concepts. 5. Plan and develop culturally responsive, inclusive and creative integrated learning experiences that balance child-led and teacher-led learning in in authentic and meaningful contexts. 6. Integrate content of the Primary School Curriculum and where relevant with the themes and principles of Aistear in order to promote effective pedagogy in the primary school classroom. | |||||||||||||||||||||||||||||||||||||||||||||||||
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
Promoting Integrated Learning (Middle & Senior Classes)• Consolidate understanding of foundational roots of integrated curriculum in primary contexts through revisiting educational theories studied in various modules of the BEd programme in years 1, 2 and 3. • Critically examine theories and models of integration recognising how they can support practical realisations of linked subject matter • Appraise theoretical and empirical research on integration and with a view to understanding both its benefits and shortcomings • Compare and contrast models of integration, at both conceptual and practical levels • Appreciate how integration in the primary curriculum can be explored from a range of starting points, frameworks, subjects areas, learning processes and abstract concepts • Synthesise theories of enquiry-based learning in order to support the planning of lessons in a range of subjects • Examine the characteristics of Challenge Based Learning (CBL) • Explore how the characteristics of CBL can be developed and contextualised through examples from Irish primary school contexts • Use given frameworks to design CBL experiences • When engaging in Drama, recognise that children interact with knowledge from the perspective of responsible roles, within a context that provides relevance and motivation for learning across the curriculum • Appreciate the holistic nature of children’s learning in drama and wider arts curricula, thereby placing the child at the centre of the integrated learning processIntegrated Early Years Teaching & LearningThis component of the module aims to develop an understanding of the integrated and holistic ways in which young children learn and to become familiar with thematic and emergent approaches to support an integrated early childhood curriculum. Students will acquire the skills and knowledge to plan for and develop appropriate integrated activities and experiences for young children, building on appropriate early childhood education pedagogical approaches. On successful completion of this module component, students will be able to identify and evaluate integrated approaches to planning learning experiences for young children and investigate the ways in which theme-based approaches are coherent with Aistear and the Infant Primary School Curriculum, focusing on nurturing and developing young children’s knowledge, skills, dispositions, attitudes and values. Key content includes: • Develop an understanding of the integrated and holistic ways in which young children learn • Recognise thematic and emergent approaches to support integrated teaching and learning such as Reggio Emilia and The Project Approach • Acquire skills and knowledge to plan for and develop appropriate integrated activities and experiences for young children, using the indoor and outdoor learning environment • Plan and develop themes that balance child-led and teacher-led learning • Explore a range of children’s picture books and resources which provide a context with which to engage children’s interest and promote learning through interactions • Justify the implementation of a playful pedagogy in the infant classroom • Understand how integrated learning and play can support children starting primary school • Identify activities and resources to build partnerships with parents and the wider community • Critique appropriate assessment methods of young children’s holistic learning and development | |||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||||||
| Module Teachers: Fiona Giblin, Regina Murphy, Therese Farrell, Clare Halligan, Deirdre Butler, Michael Flannery, Susan Pike | |||||||||||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||||||||||||