Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Building on appropriate pedagogies introduced in year one and adopting constructivist, playful and integrated approaches to teaching and learning as outlined in the Primary School Curriculum (GoI, 2024) the aim of this module is to prepare students to effectively plan and teach high-quality STEM, inquiry-based learning experiences in early childhood and primary classrooms. Students' conceptual and pedagogical content knowledge of science and mathematics, encompassing early childhood mathematics, is developed, including their own digital literacy, scientific literacy and early numeracy skills. The module places an emphasis on children’s scientific and mathematical knowledge, understanding and dispositions at different stages of their cognitive development, particularly in relation to young children’s early mathematical and scientific experiences at home, pre-primary, early years of primary; and how these formative experiences provide the foundation for mathematical and scientific discussion, thinking, problem-solving and creativity. Inclusive, innovative approaches to the teaching, learning and assessment of children’s scientific and early numeracy is promoted where students experience and reflect on learning themselves through hands-on activities using concrete and digital resources in authentic and meaningful contexts, using the indoor and outdoor environment so as to become confident and competent in their own professional practice experiences. In relation to middle and senior classes of primary school, there will be a focus on the conceptual understanding of the topics of Algebra and Chance. Students will research and analyse key mathematical ideas of these topics and explore appropriate teaching methodologies. They will engage in collaborative group work to develop a progressional scheme on a topic in Algebra or Chance and describe the characteristics of high-quality questions for the teaching of mathematics. Through the science education component of this module, students will strengthen their conceptual understanding of science to teach scientific concepts in a meaningful and confident manner. Children’s prior knowledge, often referred to as misconceptions, will be examined in the workshops, where students examine how these understandings are formed and how they can be restructured and developed through inquiry-based, hands-on science experiences. Through the assessment, students are provided with opportunities to reflect on Professional Placement and identify how their teaching approaches supported children’s learning through inquiry-based approaches. Furthermore, students will be provided with opportunities to integrate skills in mathematics, technology and engineering, as presented in the Science, Technology, and Engineering Primary Curriculum Specifications. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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Indicative Content and Learning Activities
Curriculum WEbsite https://www.curriculumonline.ie/primary/the-primary-curriculum-framework/ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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