Module: Curriculum Development & Evaluation

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Curriculum Development & Evaluation
Module Code	ES476 (ITS) / EDS1054 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Shivaun O'Brien
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

Description

To introduce students to curriculum theory and to demonstrate its impact on current educational provision in Ireland To describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction. To explore recent international initiatives in school and subject evaluation from the perspective of evaluation theory To introduce students to the current Irish school evaluation programme paying particular attention to history, structure, policy directions and stakeholder engagement To provide students with an opportunity to explore the potential role to be played by self evaluation in their emerging educational practice To examine the potential role of ICT in the development of a self evaluation approach to professional development

Learning Outcomes

1. Demonstrate the capacity to plan collaboratively in the curriculum field
2. Describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction.
3. Explain the traditions of curriculum thought and outline current issues in curriculum theory
4. Explain the theoretical origins and practical implications of school evaluation systems
5. Explain the structure and operation of the Department of Education and Skills Evaluation programme for Irish schools
6. Demonstrate a general knowledge of the Codes of Professional Conduct for Teachers by providing specific examples of their application in their professional practice
7. Demonstrate an ability to apply the Code of Professional Conduct ' The Teacher and The Curriculum' in their professional practice by providing specific examples of the application of each of the seven sub-sections of the code in their professional practice
8. Design, implement and evaluate a self evaluation programme in the course of their school placement
9. Develop the necessary skills and competences to engage in lifelong reflective learning

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Online activity	52	No Description
Group work	24	No Description
Independent Study	25	No 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

Curriculum
CURRICULUM DEVELOPMENT CURRICULUM THEORY Traditions of curriculum thought; current issues in curriculum theory; perspectives (historical, sociological, political, psychological) on curriculum; a personal philosophy of curriculum ISSUES IN CURRICULUM DESIGN Curriculum aims and objectives; priorities and resources in curriculum design; curriculum organisation and structure; curriculum design and needs analysis; integration and the structures of disciplines

Evaluation
Evaluation Introduction to evaluation theory Exploration of recent international initiatives in school and subject evaluation from the perspective of evaluation theory Evaluation in the island of Ireland - comparisons and contrasts Evaluation in Irish Schools History of evaluation in Irish Schools Comparison of international evaluation systems Theoretical origins and structure of current Irish programme for school evaluation (WSE) Emerging systems of evaluation in Irish schools Cycle of Evaluation - School Planning, Curriculum Implementation, Evaluation

Self evaluation
Exploration of theoretical underpinnings of self evaluation movement Examining the role of stakeholder groups in the process of self-evaluation - parents, policy makes (Department of Education and Skills, Inspectorate), Management Bodies (Patronage Groups,Boards of Management etc) Design and implementation of a range of self evaluation instruments in a school setting Engagement in online debate and discussion about the potential role of self evaluation as a mechanism for professional development and school improvement and life-long learning

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

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

Inspectorate of the Department of Education: 2012, An Introduction to School Self-Evaluation of Teaching and Learning in Post-Primary Schools, 1, Department of Education and Skills,
Inspectorate of the Department of Education: 2012, School Self-Evaluation Guidelines for Post-Primary Schools, Department of Education and Skills,
Department of Education and Science, Ireland: 2003, Looking at Our School, an aid to self-evaluation in second level schools., DES, Dublin,
McNamara, G., & O Hara, J.: 2008, Trusting schools and teachers: Developing educational professionalism through self-evaluation., Peter Lang., New York,
A Vic Kelly,: 2009, The Curriculum:Theory and Practice, 1847872751
Walsh, B & Dolan, R: 2009, A Guide to Teaching Practice in Ireland, Gill & Macmillan Ltd,
The Teaching Council: 2012, Codes of Professional Conduct for Teachers, Teaching Council of Ireland, Maynooth,
MacBeath, J.: 1999, Schools Must Speak For Themselves, The Case for School Self-Evaluation., Routledge, London,
MacBeath, J. and McGlynn, A.: 2002, Self-Evaluation, What s In It for Schools?, Routledge Falmer, London,
Haug, P. and Schwandt, T.: 2003, Evaluating Educational Reforms, Scandanavian Perspectives., Information Age Publishing, Connecticut:,
Department of Education and Science, Ireland.: 2005, Customer Survey, DES, Dublin,
MacBeath, J.: 2003, The self-evaluation file., Learning Files Scotland, Glasgow,
Department of Education and Science, Ireland.: 2006, An evaluation of planning in thirty primary schools., DES, Dublin,
Nevo, D: 2002, Nevo, D. School-Based Evaluation: An International Perspective., Elsevier Science, Oxford,
OECD: 2005, Teachers matter: Attracting, developing and retaining effective teachers., OECD, Paris,
Ross, A.: 1999, Curriculum: Construction and Critique, Routledge, 075070621X
David Scott: 0, Critical essays on major curriculum theorists, 978-0415339834

Other Resources

47436, Website, Inspectorate, 2012, Self-Evaluation Resources, http://www.schoolself-evaluation.ie/post-primary/, 47437, Website, OFSTED, 0, http://www.ofsted.gov.uk/, 47438, Website, Education and Training Northern Ireland, 0, http://www.etini.gov.uk/,