Latest Module Specifications
Current Academic Year 2025 - 2026
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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
Overview The module is designed as a set of two learning pathways, one in Geography and one in History. Both pathways will include in-class, face-to face (F2F) seminars and asynchronous, online seminars also. In the F2F seminars, innovative, inclusive and creative classroom pedagogies in Geography and History Education are modelled and reflected upon. These pedagogical approaches include inquiry based learning, outdoor learning and fieldwork and playful and dialogical approaches to teaching and learning. In the asynchronous seminars, students will be provided with opportunities to deepen their understanding of these key pedagogies as a vehicle to explore and investigate historical and geographical ideas, concepts and issues, as well as developing their own content and pedagogical knowledge. Indicative Content for History Education In History Education, students will identify the need for both substantive and procedural knowledge in order to do history in the classroom. Using examples of research, the students will identify the capabilities of young children to interpret sources, make inferences, apply previous knowledge and undertake complex historical investigation even where they may have had little prior experience of enquiry-based learning. The students will be introduced to a variety of collaborative activities that can be used to develop children’s critical thinking skills. Opportunities to discuss and review key considerations in planning for and teaching history will also be provided. Student pedagogic content knowledge will be developed through the demonstration and discussion of exemplar activities. In each of the seminars provided, issues and possibilities for creative, enquiry led planning for primary classrooms will be exemplified and explored. The use of ICT and digital resources suitable for the teaching of history will complement the content of the course. Indicative Content for Geography Education In Geography Education, students will critically explore key pedagogical principles through collaborative seminar-based activities based on a number of themes which include geography through local and global issues, children’s rights and citizenship, sustainability and natural resources, big ideas and concepts such as weather and climate, examining places and ‘People and other lands’ by critically engaging with a variety of resources and textbooks and debating what is deemed important ‘knowledge’ pertaining to children’s understanding of place. Students will also have the opportunity to participate in and collaboratively plan for learning activities and experiences in geography through inquiry, outdoor learning/fieldwork and playful approaches ; engaging with the curriculum and critically reviewing a broad range of resources for geography education. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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