Module: Curriculum, Policy and Assessment

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Curriculum, Policy and Assessment
Module Code	PR300
School	78
Module Co-ordinator	Semester 1: Audrey Doyle Semester 2: Audrey Doyle Autumn: Audrey Doyle
Module Teachers	Audrey Doyle
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None

Description

This module is designed to enable students to engage with the philosophical and pedagogical principles that shape the second level curriculum. Participants will focus on the Irish context in particular and consider the impact of policy on curriculum change and reform. Central to the module is an analysis and critique of the professional responsibilities of the teacher in relation to design and delivery of the second level curriculum as well as the teacher’s role in the development of appropriate assessment frameworks. The module will also consider the extent to which curriculum provision reflects a multi-cultural and increasingly diverse socio-economic landscape. Significant attention will be given to the role of the assessment, formative and summative, and its alignment to curriculum content, design and delivery.

Learning Outcomes

1. Give evidence of understanding of the different curriculum theories that underpin the variety of curricular provision in Irish second-level schools with particular emphasis on the new Junior Cycle.
2. Display a detailed knowledge and understanding of the curriculum at second level education with a particular focus on the elective subjects.
3. Demonstrate the ability to generate, gather, interpret and report evidence of learning.
4. Critically engage with debates on the role of the teacher in assessing student learning
5. Engage with appropriate literature and research evidence and where possible, link to the school placement experience.
6. Partake in a collaborative team to evaluate two examples of the CBA1 in Gaeilge, discuss the learning needed to ensure success for the student and come to a consensus on the Descriptor.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	36	No Description
Online activity	10	No Description
Independent Study	30	No Description
Independent Study	49	Preparation for assessment
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 and Assessment Theory
The study of curriculum and assessment with particular reference to the Irish context

The Curriculum Maker
Application of the principles of curriculum design to developments at second-level, especially in respect of the new Junior Cycle

The Student-Centred Curriculum
The curriculum and inclusiveness in respect of the varying abilities, talents and backgrounds of learners at second level

The role and identity of the teacher as Assessor
Issues and arguments concerning assessment

Curriculum Components, Strata and Representations
The contribution of research to the debates around curriculum and assessment at post-primary level in the Irish context

Assessment at Junior and Senior Cycle
Syllabi and forms of assessment in the elective subjects: Irish, French, Spanish

A dualistic approach to assessment: the teacher's role
The teacher’s role in formative and summative assessment

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	n/a	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Dempsey, M., Doyle, A., Looney, A.: 2021, The Craft of Curriculum Making in Lower Secondary Education in Ireland, In: Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts,, Emerald Publishing Limited, Bingley,
Eisner, E, W.: 1985, The Educational Imagination: On the Design and Evaluation of School Programs, 2nd Ed., Macmillan Publishing Co, New York,
Gardner, J.,: 2012, Assessment and Learning,, Sage, Dublin,
Gleeson, J: 2010, Curriculum in Context, Partnership, Power and Praxis in Ireland,, Peter Lang, Oxford,
Murchan, D., Shiels, G.: 2017, Understanding and Applying Assessment in Education,, Sage, Dublin,
William, D.: 2009, Assessment for Learning: Why, what and How?, Institute of Education, University of London,
Westwood, P.: 2004, Learning and Learning Difficulties: Approaches to Teaching and Assessment, David Fulton Publishers, London,
Griffin, P. E. (ed.): 2014, Assessment for Teaching, Cambridge University Press, Cambridge,
Wyse, D., Pandya, J .Z., Hayward, L., (ed.s): 2016, The SAGE Handbook of Curriculum, Pedagogy and Assessment, Sage, Los Angeles,

Other Resources

31244, Online Resource, NCCA, 0, NCCA Focus on Learning, https://www.ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning, 31245, Online Resource, OECD, 2016, OECD Synergies for Better Learning, An International Perspective on Evaluation and Assessment, http://www.oecd.org/education/school/synergies-for-better-learning.htm,

Programme or List of Programmes

BEDLAN

Bachelor of Ed. in Gaeilge and FR/GE/SP

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