Module: Curriculum & Pedagogy in SIE

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Curriculum & Pedagogy in SIE
Module Code	SI302 (ITS) / EDP1092 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	Paula Lehane
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

The aim of this module is to develop students' knowledge, skills and understanding in relation to approaches to curriculum and pedagogy for all pupils, including those with Special Educational Needs (SEN). Building on prior learning in relation to the primary school curriculum, the module will focus on introducing students to different views of curriculum and pedagogy, thus developing their understanding of the concepts of special, additional and individual needs in education. The students will consider how these can be addressed in the context of a common curriculum for all. Particular emphasis will be placed on the theory, concepts and methods pertaining to effective teaching, learning and assessment for literacy, numeracy and socio-emotional development. The nature and purposes of education and the social and policy contexts in which the aims of inclusive education are defined and implemented will also be considered throughout by discussing (for example) issues related to pupil voice, parent partnerships and disability. This module builds on the two preceding specialist modules in Year 2 and is jointly taught and assessed with module SI301.

Learning Outcomes

1. Identify and critically analyse models of and approaches to curriculum for pupils with SEN within the Irish context.
2. Explain the relationship between and role of curriculum, pedagogy and assessment in enabling appropriate, inclusive education for all.
3. Identify the key principles of inclusive pedagogy and construct suitable classroom approaches and practices that align with such pedagogies.
4. Articulate the need for all pupils to experience a curriculum which is broad, balanced, relevant and differentiated.
5. Modify and differentiate curricula, pedagogies and assessment practices to take into account the need of all pupils using appropriate, evidence-informed approaches.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	8	No Description
Workshop	16	Students working individually and in small groups on tasks related to the learning content. Work is recorded on cloud platforms e.g. Google Docs
Assignment Completion	45	Completion of Literature Review
Independent Study	42	Reading and viewing resources before and after workshops/lectures
Group work	14	Collaborative group work discussing complex classroom scenarios (online discussions/ independent study)
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 & Pedagogy: Context, Constructs and Debates
Defining key terms – inclusion, curriculum, pedagogy, assessment. Overview of the history of inclusive education in Ireland along with key policies, practices (e.g. Circular 0013/207) and legislation (e.g. EPSEN Act). Examining and evaluating the role of the medical and social models of disability, in-class support and special settings on Irish progress towards/ perceptions of inclusive education.

Inclusive Curricula
Review of the recent changes to Irish primary curricula – e.g. Primary Language Curriculum, SEN Pathways within the Primary Language Curricula. Analysis of hidden and null curricula and the impact of representation in a curriculum. Introduction to Grudnoff et al.’s (2017) six facets for equity as a way of interpreting and implementing curricular outcomes.

Inclusive Pedagogy - An Overview
Analysing the ‘dilemma of difference’ and reflecting on its relevance to their own development as ethical professionals. Identification of the three core principles of inclusive pedagogy (e.g. Florian & Black-Hawkins, 2011) and how they relate to effective pedagogies for all learners. Summarising research on effective pedagogies and how they can be applied in classroom settings with diverse learners e.g. prior learning, scaffolding.

Inclusive Pedagogy - Literacy & Numeracy
Analysing diagnostic reading/numeracy assessments (screening, diagnostic, teacher designed tasks) to determine the strengths and needs of pupils and devising ways of applying this knowledge to support inclusive pedagogies. Examination of interventions and pedagogies that can support whole-class, collaborative approaches to literacy and numeracy development e.g. peer tutoring

Inclusive Pedagogy - Learner Voice
Examination of key issues relating to learner voice in primary settings and the methodologies that can be used to support the inclusion of authentic learner voice in classrooms. Students will be asked to reflect on their own experiences of being listened to as learners and to reflect on the potential value and challenges associated with incorporating learner voice into primary classrooms.

Appropriate Assessment
Examination of a range of strategies to support, monitor and assess pupil learning and understand how to use this information to adapt their teaching accordingly. Examination of tools and approaches (e.g. digital tools, teachers designed tasks, pupil voice) that can conduct an ethical, systematic, holistic and strengths based assessment if pupil needs. Extrapolating and synthesising key information from pupil work samples to plan teaching.

Building Parent Partnerships to Support Effective Pedagogy
Reviewing the statutory role of parents in the Irish education system and the necessity of working with parents, guardians and other professionals to maximise the inclusion of all children in the Irish education system. In discussing this topic, a presentation involving a range of complex classroom-based interpersonal scenarios will be provided. Students will be encouraged to develop their professional agency in a safe environment by discussing with their peers and tutors possible approaches to addressing these scenarios. Students will be encouraged to reflect on and evaluate the potential efficacy of different communication/collaborative approaches to addressing the states issues.

Literature Review
Extrapolating, evaluating and synthesising the key findings of literature relating to effective pedagogies for children with and without SEN and considering how they can be applied to Irish classrooms.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Report(s)	Students must write a 1500-word Literature Review synthesising the key findings of literature relating to effective pedagogies for children with and without SEN and considering how they can be applied to Irish classrooms. Submitted in Week 12.	100%	Sem 2 End

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

Florian, L.: 2014, The SAGE Handbook of Special Education., SAGE Publications.,
Department of Education and Skills (DES): 2007, A Continuum of Support: Guidelines for Teachers, Stationary Office, Dublin,
Department of Education and Skills (DES): 2007, A Continuum of Support: Resource Pack for Teachers, Stationary Office, Dublin,
Department of Education and Skills: 2019, Primary Language Curriculum, Department of Education and Skills, Dublin,

Other Resources

51080, Video, 0, 'People's heads would explode!' Rosie Jones on her book 'The Amazing Edie Eckhart', https://www.youtube.com/watch?v=ubNaDxn3oGc,