Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Repeat examination See BREd programme specific regulations |
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Description There are two school placement periods during fourth year: Period 1: Two-week Home Based Teaching Placement Period 2: Final four-week school placement in an allocated post-primary school (Further details of 4th year School Placement can be found in The Student Teacher School Placement Handbook, 2013-2014. It is each student teacher's responsibility to read and be familiar with the Student Teacher School Placement Handbook. | |||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. To understand educational theory and practice and in particular the interaction between their academic subjects and teaching. 2. To plan, evaluate and implement an imaginative scheme of work including a suitable body of resources for particular class groups in both Religious Education and the elective subject. 3. Demonstrate appropriate core teacher skills as set out in the student teacher's Skills Progression Path (see The Student Teacher School Placement Handbook). 4. Demonstrate detailed knowledge and understanding of current pedagogical methods at second level education, with particular focus on Religious Education and the elective subject. 5. To use and be able to modify specific teaching skills and a variety of learning tools at second level, and to engage in guided research related to their professional activity. 6. To adapt the interpretative and analytical skills that they have acquired in the elective subject to teaching and to a variety of career paths and research options. 7. To begin to express a coherent, person-centred philosophy of life, in the classroom and beyond, reflecting a generous respect for young people from a variety of social, economic, cultural and religious backgrounds. 8. To develop further the skills they have acquired so as to be able both to engage in research and to perform responsibly and accountably in the teaching profession or related work environments. 9. To develop the skills of reflective practice. 10. To know and understand current legislation with regard to the protection of children and vulnerable adults. | |||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
ProfessionalismChild Protection Policy and the Post-Primary SchoolSupportive consultation with internal staffInitial school visit in November to assigned school placementContext and engagement week in August/SeptemberPreparation of initial schemes of work for each class group for both Religious Education and the elective subjectConsultation with School Placement Tutors regarding schemes of workResource preparation and lesson planning and delivery using a variety of approved methodologies / strategiesSchool PlacementAppraising supervised lessons with two assigned School Placement Tutors (Religious Education and Elective subject)Reflective PracticePlanning and preparation and submission of portfolio for inspection following teaching placementClassroom ObservationSkill set A to F of Student Teacher Skills Progression Path (see The Student Teacher School Placement Handbook) | |||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||
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