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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Religion,Ethics, Morals & Values
Module Code EDP1131 (ITS: ED3041)
Faculty Policy & Professional Practice School DCU Institute of Education
NFQ level 8 Credit Rating 5
Description

This module engages students in an exploration of the ways in which primary schools on the island of Ireland engage with communities and individuals of a wide range of beliefs (world faiths, personal or no belief). It enables students to explore the histories, structures, governance and culture/ethos of the range of school types as well as the challenges to these presented by the changing population profile and societal cultures. It engages students in a specific exploration of the different ways in which schools serve particular communities, how different school types teach religion or ethics to their diverse student populations and the extent to which they include or exclude those of diverse beliefs. It enables students to consider the evolving policy context in which this takes place. It encourages students to reflect on the differences between primarily pre-secular provision in the Republic of Ireland compared with provision in Northern Ireland, England & Wales.

Learning Outcomes

1. Explain the history, provision, structures and legal underpinning of primary education on the island of Ireland.
2. Describe the culture and ethos of the range of types of primary schools in existence in the Republic of Ireland.
3. Give an account of the educational needs and experiences of minority faith groups who operate primary schools in the Republic of Ireland.
4. Compare the structures, culture and ethos of the range of Irish primary schools with those in Northern Ireland and England & Wales.
5. Explore the extent to which the different primary school patron types in the Republic of Ireland include and esteem those of world faiths and of personal beliefs.


WorkloadFull time hours per semester
TypeHoursDescription
Workshop12Lectures/Seminars/ Workshops: 1 hour per week for a single semester. Workshops
Independent Study113Reading. Preparation for and writing of individual components of the essay. Discussion with partner and writing of the shared component of the essay and preparation of the powerpoint slides.
Total Workload: 125
Section Breakdown
CRN20308Part of TermSemester 2
Coursework0%Examination Weight0%
Grade Scale40PASSPass Both ElementsY
Resit CategoryRC1Best MarkN
Module Co-ordinatorAnne LodgeModule TeacherJacqui Wilkinson
Assessment Breakdown
TypeDescription% of totalAssessment Date
EssayIndividual essay80%n/a
AssignmentPoster or 8 powerpoint slides summarising key findings of essay suitable for public presentation20%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

Indicative Content
This module engages students with the structures of primary schools on the island of Ireland with a particular focus on comparing different school patronage types. Primary schools in Ireland now serve an increasingly culturally and belief diverse population. The module enables students to explore concepts of pre-secular, secular and post-secular institutional provision of education. It examines and compares the culture and ethos of different school types on the island of Ireland in both the Republic of Ireland and Northern Ireland, with a particular focus on admissions, school ethos policy or statement, teaching of RE / ethics & beliefs and how / to what extent those of minority beliefs are included in different types of schools. It also enables students the compare how Irish primary schools include belief diversity with policy and practice in England and Wales.

Indicative Reading List

Books:
  • Crawford, H. K.: 2010, Outside the Glow: Protestants and Irishness in Independent Ireland, Ch. 3, UCD Press, Dublin,
  • Deegan, J., Devine, D & Lodge, A. (eds.): 2004, Primary Voices: equality, diversity and childhood in Irish primary schools, Ch. 2, IPA, Dublin,
  • Fischer, K.: 2016, Schools and the politics of religious diversity in the Republic of Ireland, Chs. 2, 3, 4 & 7, Manchester University Press, Manchester,
  • Lodge, A. & Lynch, K.: 2005, Diversity at School, 8, IPA / Equality Authority, Dublin,
  • Mahwinney, A.: 2009, Freedom of Religion and Schools: the Case of Ireland., Ch. 1, VDM, Saarbrucken,
  • McKinney, S. (ed.): 2014, Faith Schools in the Twenty-First Century, Ch. 3, Dunedin, Edinburgh,
  • Rivlin, R.: 2003, Shalom Ireland: a social history of Jews in Modern ireland, Ch. 5, Gill and Macmillan, Dublin,
  • Scharbrodt, O. et al (eds.): 2015, Muslims in Ireland, Ch. 7, Edinburgh University Press, Edinburgh,
  • Selim, A.: 2014, Islam and Education in Ireland, Chs. 10, 11, 14, Veritas, Dublin,
  • Tuohy, D.: 2013, Denominational Education and Politics: Ireland in a European Context, Ch. 1, Veritas, Dublin,
  • Worsley, H.: 2013, Anglican Church School Education, Ch. 7, Bloomsbury, London,
  • Walsh, J.: 2009, The Politics of Expansion: the transformation of educational policy in the Republic of Ireland, 1857-1972, Manchester University Press, Manchester,


Articles:
  • Campion, P.: 2009, 'Defining Protestant Ethos in our Schools', Search, 32, 2, 50, 50999
  • 2004: 'What price harmony? Teachers' methods of delivering an ethos of tolerance and respect for diversity in an integrated school in Northern Ireland', Educational Research, 46, 1, 3, 51000, 1
  • 'Between Ethos and Practice: are Ireland's new multi-denominational primary schools equal and inclusive?': Compare: a journal of comparative and international education, February, 1, 51001, 1, Lodge, A. & Tuohy, D.
  • Search: 34, 3, 188, 51002, 1, McGlynn, C., 2005
  • xxxvi: 49, 51003, 1, Worsley, H., 2008, 'Church of England schools as centres for religious abuse or avenues for religious nurture (the rights of children to encounter faith in the school context)'
  • 75: 0, 1, Wilkinson, J., 2021, 'The Church of Ireland Primary School in an Expanding Market Place. The use of school websites to promote school identity and ethos.', Irish Educational Studies
Other Resources

  • Report: Coolahan, J., Hussey, C. & Kilfeather, F., 2012, Report of the Forum's Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector, Dublin, Department of Education and Skills,
  • Report: Coolahan, J., Hussey, C. & Kilfeather, F., 2014, Report on progress to date and future directions to the Forum on Patronage and Pluralism in the Primary Sector, Dublin, Department of Education and Skills,
  • Report: Darmody, M., Smyth, E. & McCoy, S., 2012, School Sector Variation among Primary Schools in the Republic of Ireland, Dublin, ESRI / Educate Together,
  • Report: Tuohy, D., Lodge, A. & Fennelly, K., 2011, Our Schools Our Community, Dublin, General Synod Board of Education,

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