Module: Planning for Learning

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Planning for Learning
Module Code	SI805 (ITS) / ISE1033 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	-
Module Teachers	-
NFQ level	10	Credit Rating	7.5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Resit: If summative assessment of planning results is a ‘fail’ grade, students will be required to resit the assignment

Description

This module aims to develop teachers’ knowledge, skills and competencies with regard to how learning takes place for all pupils and highlight the importance of taking diversity and range of needs in the classroom context into account when planning for learning and teaching. In particular, the module focuses on the importance of designing learning contexts taking all learners into account.

Learning Outcomes

1. Use, analyse and synthesise assessment data to develop holistic profiles of their students either individually and/or in groups.
2. Design long and medium term plans to meet the diverse range of needs presented by their learners in the classroom context.
3. Use the principles of learning and motivation to inform assessment of and planning for learning.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	10	Online. Face to face tutorials
Independent Study	110	Online materials and resources
Assignment Completion	67.5	Pupil profiles; long and medium term plans; evaluation and reflection
Total Workload: 187.5

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

Indicative Content
- Theories of learning and motivation; - Universal design for learning; - Differentiation; - Development of learning outcomes / targets / objectives; - Teaching strategies; - Considerations when planning for and teaching core areas of learning e.g. literacy, numeracy, SPHE, motor skills, oral language & communication.

Assessment Breakdown
Continuous Assessment	0%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Pupil profiles, long and medium term plans, evidence of recording of progress	100%	n/a

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 -

Indicative Reading List

Other Resources

None