Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module introduces students to important aspects of teaching, learning and assessment and key elements of good professional practice in primary schools and classrooms. In the context of emerging trends regarding the role of teaching and assessment in national policies and practices, the module supports students to interrogate the shifting roles and responsibilities they hold. It supports students in seeing themselves as active citizens, increasing their understanding of key urgent current issues. Students will have opportunities to reflect on their own backgrounds and experiences including in schools and classrooms and to explore important issues and aspects of classrooms and teaching from various theoretical and practical perspectives. Students will be introduced to effective inclusive pedagogical strategies and approaches in primary classrooms, alongside the importance of building and fostering a positive inclusive classroom environment. The module will support students to identify strategies for initiating and sustaining effective communication with children, parents/guardians, treoraithe (cooperating teachers), and other members of the school community. It will also develop the requisite knowledge, skills, concepts and attitudes required for teachers to employ a range of assessments competently and confidently | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1. Demonstrate an understanding of the concept of active citizenship and key connected issues including: human rights, climate change, democracy and migration and recognise the implications of these issues for children and teaching. 2. 2. Explore and reflect on their identities, both personal and professional, and experiences, past and present, to deepen their understanding of themselves as a person and as a student teacher 3. 3. Respond to classroom behaviours in appropriate ways and select assessment strategies conducive to encouraging all children’s learning. 4. 4. Critically evaluate a range of policy, learning theories, pedagogical and assessment strategies that reflect current knowledge about children’s learning, development and assessment and that are associated with inclusive teaching and learning. 5. 5. Identify effective communication strategies to include fostering lasting and constructive partnerships with parents,peers, SNAs and others. 6. 6. Demonstrate an understanding of key policy and practice relating to special and inclusive pedagogy and apply appropriate strategies to support the inclusion of pupils with additional needs / diverse learning profiles using a problem solving/solution focused approach. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Indicative Content and Learning Activities
| n/a The Teacher as Person element supports students’ understanding of the umbrella concepts of global and active citizenship involving knowledge, skills, dispositions and behavioural dimensions. In this context it uses a variety of participative methodologies to explore key current issues including: climate change, human rights, democracy and migration. The focus of the course is to build students’ own knowledge of and engagement with these issues while modelling suitable pedagogical approaches. The course also builds discussion and reflective skills. The Teaching Studies element of this module supports students' critical engagement with research on effective classrooms and explores current perspectives on classroom design and organisation and equips students with the skills and strategies needed for creating a positive classroom environment. This element of the module also introduces students to the theoretical underpinnings of short-term planning within the context of the Primary School Curriculum. Additionally, students develop the practical skills and competencies for active teaching and for facilitating children’s learning in the classroom setting. A further focus of the Teaching Studies element is on creating inclusive and enriching learning environments in primary classrooms. It also addresses effective communication approaches when engaging with children, colleagues, parents/guardians and the wider school community. The Special and Inclusive Pedagogy (SIP) Strand explores the policy and practice context of teaching students with additional needs / diverse learning profiles. It considers the historical development of special needs provision nationally and internationally and explores key concepts of: inclusion, inclusive pedagogy, special educational needs and diversity. The strand looks at the role and responsibility of the primary school teacher in effectively including students with special educational needs as well as policy and practice in relation to nature of SEN provision in Ireland in different settings (types of schools/classes/support) and range of teachers (SET; special class; special school; visiting…) and other supports (NEPS; SENOs; SNAs). It goes on to look at a range of learning profiles with exploration of key characteristics and implications for teaching and learning, with particular emphasis on general learning (intellectual) disability, dyslexia, autism. Assessment and planning for diversity and inclusion of all (diagnostic assessment, overall planning, IEP/SSP) is then considered including differentiated teaching for diversity and inclusion of all (teaching strategies, organisational considerations, UDL). An introduction to collaborative practice for effective inclusion (SNAs, co-teaching, parents) is also provided. The assessment Strand looks at understanding theory and policy on assessment, examining how learning theories have evolved and how national and international assessment policies and frameworks influence teaching and assessment. It considers the changing roles of teachers and students, and the challenges and opportunities linked to assessment. The strand builds the knowledge, skills, and attitudes needed to meet expectations from stakeholders (e.g. students, parents, education authorities) and to use assessment to allow teachers to respond effectively to the diverse needs of children in their classrooms. Students will be supported in using a range of assessment approaches and ensuring alignment between teaching, learning, and assessment in the classroom and in their planning.
Indicative Reading List | Books: None Articles: None
Other Resources | None
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