Module: Curriculum & Assessment

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Curriculum & Assessment
Module Code	EDS1049 (ITS: ED2301)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

The module will introduce students to curriculum and assessment theory. It will alert them to the range and complexity of the curricula in post-primary schools and forms of assessment utilised to accommodate varying talents and abilities at second level. New Junior Cycle and Senior Cycle reform and requirements in elective subject areas are highlighted.

Learning Outcomes

1. To define and critique curriculum theory under the following three areas: a. Traditional Curriculum Studies – technological & rationale (Tyler) b. Reconceptualists – focus on educational experience & relationships – currere (Pinar, Grumet, Stenhouse) c. Post-Reconceptualists: Post-modern – focus on complexity, multiplicity & agency (Doll, Slattery)
2. To analyze how curriculum making is a social practice and navigates in a non-linear manner through the different strata (international, national, school, class) and components of curriculum .
3. To demonstrate knowledge and understanding of the Junior Cycle curriculum under the three main domains of: ideology; Framework and Pedagogy.
4. To appraise the dualistic changes to assessment in the Junior Cycle curriculum and how they support teaching and learning.
5. To review the four pathways for senior cycle and propose the focus for future reforms.
6. To display a detailed knowledge and understanding of the curriculum at second level education with a particular focus on the elective subject.
7. To show a degree of independence of thought regarding debates about curriculum and assessment.
8. To engage with appropriate literature and research evidence and where possible, link to the school placement experience.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	60	This module offers a year long module on curriculum theory, design and its application to the junior Cycle, transition year and senior cycle. It also explores each Elective curriculum through extra sessions over the two semesters.
Assignment Completion	5	This module engages in teamwork for assessment in the form of building Units of Learning for Transition Year. It engages in the skills of critical and creative thinking (DACS 5 Critical Thinking and DACS 4 Creative Thinking). Students need to give time for meeting as a team to support this assignment
Independent Study	10	Students will engage with journal articles, chapters and the website www.curriculumonline.ie to expand their understanding of curriculum.
Total Workload: 75

Section Breakdown
CRN	10495	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Audrey Doyle	Module Teacher

Section Breakdown
CRN	11326	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	Audrey Doyle	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	As part of this assignment, students will be also assessed on two Transversal Skills (Critical Thinking: DACS 5 Present ideas, arguments and information in a coherent and clear manner & Creative Thinking: DACS 4 - Present ideas, arguments and information in a coherent and clear manner. The Transversal Skills rubrics for these DACS will be used to evaluate this part of the assignment, whilst another rubric will be used for the rest of the assignment.	80%	n/a
Completion of online activity	Students will engage over the course of the module with 2 small tasks (1 on Curriculum & Assessment and 1 for the elective, which will be offered formative feedback: 1. Engaging in critique of reading on the Learning Platform on Loop 2. Quiz during or at the end of lectures or tutorials 3. Reflective pieces in different forms - written, video, audio etc. 4. Group work on a possible Unit of Learning for Transition Year or Senior Cycle	20%	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

Key areas covered during this module include:
 The study of curriculum and assessment with particular reference to the Irish context  Application of the principles of curriculum design to developments at second-level, especially in respect of the new Junior Cycle  The curriculum and inclusiveness in respect of the varying abilities, talents and backgrounds of learners at second level  Issues and arguments concerning assessment  The contribution of research to the debates around curriculum and assessment at post-primary level in the Irish context  Syllabi and forms of assessment in the elective subjects (1) English, Music and History.

Indicative Reading List

Books:

Please see Loop for Recommended Reading: 0, Please see Loop for Recommended Reading,
Gleeson, Jim: 2010, Curriculum in Context: Partnership, Power and Praxis in Ireland, Peter Lang,
Kelly, A.V.: 2010, The Curriculum Theory and Practice, 6th, 1, Sage, London,
Biesta, Gert: 2017, The Rediscovery of Teaching, Routledge, New York and London,
Mark Priestley, Stavroula Philippou, Daniel Alvunger and Tiina Soini: 2021, Curriculum Making in Europe, Curriculum Making: A conceptual framing., Emerald Publishing Limited, UK,
Dempsey, Doyle & Looney: 2021, The Craft of Curriculum Making in Lower Secondary Education in Ireland, Emerald Publishing,
Doyle & Looney: 2025, National Curriculum in a globalised context: the case of the Republic of Ireland., The BERA-Sage Handbook of Research-Informed Education Practice and Policy., 487-50,

Articles:

Smyth, Eimear: 2009, Junior Cycle Education: Insights from a longitudinal study of students study, ESRI Research Bulletin, 4, http://aei.pitt.edu/98533/1/RB20090401.pdf, 517407
2012: A Framework for Junior Cycle, https://www.education.ie/en/Publications/Policy-Reports/A-Framework-for-Junior-Cycle-Full-Report.pdf, 517408, 1
Framework for Junior Cycle 2015: https://ncca.ie/media/3249/framework-for-junior-cycle-2015-en.pdf, 517409, 1, Brooks, Martin G;Jacqueline Grennon Brooks
Proquest Educational Journal: 53, 517410, 1, Hattie, John, & Timberley, Helen, 2007
77: 81112, 517411, 1, Wiliam, Dylan, 2014, Formative assessment and contingency in the regulation of learning processes
517412: 1, Ginnis, Paul, 2008, The Teachers' Toolkit,
1: Banks, J., McCoy, S., Smyth, E., 2018, Senior Cycle Review: Analysis of discussions in schools on the purpose of senior cycle education in Ireland,
PDST: 2016, Leaving Certificate Applied Teachers' Handbook, file:///C:/Users/doyaud/OneDrive/ED2301/Lecture%205/LCA%20Teacher%20Handbook.pdf, 517415
2005: The Junior Certificate School Programme, 517416, 1
Senior Cycle Review: Consultation Document: 517417, 1,
Studies in the Philosophy of Education: 30,

Other Resources

1: (SLO), Enschede, the Netherlands., 2009, Curriculum in Development, Enschede, The Netherlands, Netherlands Institute for Curriculum Development (SLO)