Module: Project Approaches to Teaching & Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Project Approaches to Teaching & Learning
Module Code	EDP1044 (ITS: SG309)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This purpose of this module is to enable learners to design and develop an integrated, cross-curricular project focused on a chosen local area, suitable for senior primary classes. To this end, learners will engage in a series of workshops, outdoor sessions and tutorials that will enable discussion and critical reflection on core concepts related to project work in the local area. The workshops will focus on upskilling the learners primarily in methodologies, classroom management and organisation for project work and for learning in the outdoors, as well as developing their knowledge and understanding around a sense of place and the natural environment. There will be a focus on identifying and exploring local issues to connect with global citizenship education. There will also be a focus on inclusive education, through the lens of Universal Design for Learning, considering how project work can be designed to include all learners. Learners will also develop their digital skills as they explore various apps and sources for supporting teaching, learning and assessment during project work. In groups, during tutorials and in their own time, learners will source key resources, explore and identify potential learning experiences in the locality and design and develop their own integrated local area project. This module complements and extends on students learning in ED3011 and ED3053.

Learning Outcomes

1. Design a coherent local project, from aims and outcomes, to curriculum content, resources, learning activities and assessment
2. Demonstrate the capacity to plan collaboratively in the curriculum areas.
3. Source and critically evaluate online materials or resources suitable for the local project and explore and identify appropriate learning opportunities in a local area.
4. Identify, explore and plan learning opportunities around an appropriate local issue
5. Evaluate methodologies for project work including outdoor learning and collaborative group work.
6. Critically evaluate the role of project work in supporting children's learning

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	22	These include seminars, on and off campus field work/outdoor workshops
Independent Study	44	Structured Independent Study: This includes tasks and opportunities for developing their knowledge and understanding towards the module learning outcomes guided by the module staff
Independent Study	20	This includes reading widely around the module content and engaging with current issues through social and other
Assignment Completion	39	This includes working in a group to develop a project plan in a specified location in Ireland
Total Workload: 125

Section Breakdown
CRN	20270	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Orla Kelly	Module Teacher	Geraldine O'Connor

Type	Description	% of total	Assessment Date
Assessment Breakdown
Group assignment	Indicative assignment: In groups, students design, develop and plan a local area project for a target group of learners in senior primary in a specific local area. The project must develop a sense of place and should be responsive to an appropriate local issue. The group must present their project with suitable resources and learning opportunities including outdoor learning to support development of the project as well as strategies for class management, organisation, assessment and inclusion of all learners.	60%	n/a
Essay	Indicative assignment: Individually, students respond to an essay title around the value of project work.	30%	n/a
Participation	Participating in and reflecting on workshops as well as completing independent individual and group tasks set through Loop.	10%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Theme 1
Curriculum Development and Project Design: Overview of how to design a coherent project, from aims and outcomes, to content, resources, delivery and assessment within the contexts of Education for Sustainability and Outdoor Learning.

Theme 2
Resourcing materials for local project: Source and review online material and resources including geohive, census archives, National Folklore Archive, explore digital apps and content to support all stages of project work; explore sources in the locality

Theme 3
Management, organisation and methodologies: Strategies for group work, resource management, risk assessment in the outdoors, managing groups outdoors, appropriate methodologies e.g. story telling.

Theme 4
Education for Sustainability and place-based education: concepts of and challenges to Education for Sustainability, The National Strategy on Education for Sustainable Development in Ireland, Sustainable Development Goals, local issues, being an active citizen

Theme 5
Outdoor Learning and the natural environment: Rationale for children learning outside the classroom, theoretical perspectives, Research informed examples e.g. Outdoor journeys, A sense of place, nature connectedness, Ireland’s flora and fauna.

Indicative Reading List

Books:

Boss, S. and Larmer, J.: 2018, Project based teaching how to create rigorous and engaging learning experiences, ASCD, Alexandria, VA,
Helm, J.H. and Katz, L.G.: 2015, Becoming Young Thinkers : Deep Project Work in the Classroom, Teachers College Press, New York NY,

Articles:

Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, Zachary Herrmann: 2019, Preparing teachers for project-based teaching, Phi Delta Kappan, Vol 100, issue 7, 43, 0
2011: Project-based learning in primary schools: effects on pupils' learning and attitudes, Education 3-13, Vol 39, Issue 1, 35, https://doi.org/10.1080/03004270903179538,

Other Resources

Lenz, B. and Larmer, J.: 2020, PROJECT-BASED LEARNING that Makes a Difference, Educational Leadership, www.ascd.org,