Module: Leadership in GEO Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Leadership in GEO Education
Module Code	EDP1049 (ITS: SG402)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module, as the final Geography, Environmental and Outdoor (GEO) Education module, ensures students have the vision, knowledge and skills to lead GEO Education in primary schools. Students will examine case study schools who exemplify excellent leadership in GEO Education, embedding key pedagogical approaches into their practice. Students will explore whole-school approaches to GEO Ed and critique whole-school plans related to this. Students will also be expected to develop in-depth understanding and knowledge of current policy developments in Ireland related to GEO Education and education more broadly.

Learning Outcomes

1. Demonstrate a comprehensive understanding of the current education policies and opportunities related to Geographical, Environmental, and Outdoor (GEO) Education in Ireland, and critically analyse their implications for GEO Ed within Irish primary schools.
2. Demonstrate a comprehensive understanding of the current research pertaining to Geographical, Environmental, and Outdoor (GEO) Education in Ireland, and critically analyse its implications for leadership of GEO Ed within Irish primary schools.
3. Apply their pedagogical content knowledge and understanding of educational theory, research and policy developments pertaining to GEO Education to critique and inform whole-school plans and approaches to promoting GEO Ed.
4. Demonstrate excellence in leading, justifying, planning, resourcing and reviewing engaging learning opportunities in GEO Education at primary school level;

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	22	Students will engage in workshope style sessions over the course of the module. Sessions will include policy analysis, group work, investigations, fieldwork and presentations from visiting speakers.
Assignment Completion	4	Students will be required to assign time outside of contact hours to research and complete assignment activities.
Total Workload: 26

Section Breakdown
CRN	10392	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Lisa Clarke	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Assignment will comprise of a group presentation and individual rationale of learning. Attendance will also count towards final grade.	100%	Week 12

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

Indicative Content and Learning Activities
Students will collaboratively explore and identify good leadership in primary schools and begin to consider themselves as leaders of GEO Education. Students will engage with guest speakers from schools across Ireland which exemplify excellent leadership in GEO Education. Students will work as a community of practice in GEO Education to analyse policies and curriculum development in Ireland pertaining to GEO Education. Students will consider current policy trends, together with current research pertaining to primary education, to outline priorities for GEO Education going forward in their careers. Whole-school plans and Whole School Evaluation reports will be examined and discussed pertaining to GEO Education. Analytical frameworks will be applied to GEO Education resources and approaches. External organisations and NGOs will also be identified and invited to join discussions and collaborations pertaining to GEO Education in Irish primary schools.

Indicative Reading List

Books:

Catling, S. and Willy, T.: 2018, Understanding Primary Geography, Routledge, London,
Carling, S.: 2016, Research and Debate in Primary Geography, Routledge, https://doi.org/10.4324/9781315707556,
Dolan, A.M. P: 2020, Powerful Primary Geography: a toolkit for 21st century learning., Routledge, London:,
Geography Association UK: 2020, Leading Primary Geography: the essential handbook for all teachers, Geography Association, Sheffield:,

Articles:

Usher, J.: 2020, 'Is Geography Lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland', rish Educational Studies, 39(4), https://doi.org/10.1080/03323315.2019.1697945, 506789
2021: How is Geography taught in Irish Primary Schools? A Large Scale Nationwide Study’, International Research in Geographical and Environmental Education, https://doi.org/10.1080/10382046.2021.1978210, 506790, 1
Place-based curriculum making: devising a synthesis between primary geography and outdoor learning: Journal of Adventure Education and Outdoor Learning, https://doi.org/10.1080/14729679.2015.1051563,

Other Resources

None