Module: School Placement 2

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	School Placement 2
Module Code	EDS1069 (ITS: ES439)
Faculty	DCU Institute of Education	School	Human Development
NFQ level	8	Credit Rating	5

Description

Students on this module are introduced to advanced skills across the field of pedagogy in their subject specialism and will become further embedded in the school life.

Learning Outcomes

1. 1D75DCFC-E3E4-0001-7D5C-12D0D4301590
2. demonstrate an understanding of pedagogical knowledge that is emerging from the most recent research and reflective practice in education.
3. 1D75DCFD-06B8-0001-10DC-E93019159E40
4. critically evaluate the implications for pedagogy arising out of the challenges currently faced in the profession.
5. 1D75DCFD-1B7F-0001-FE35-6E647AE66EA0
6. engage with and contribute to new insights arising from reflective practice in teaching.
7. 1D75DCFD-38F0-0001-8D98-88001AE01CD3
8. demonstrate through a range of specialised skills that they can plan, teach and assess and develop improved lessons in a second-level schools.
9. 1D75DCFD-5132-0001-96F3-19DE1B0A1E00
10. demonstrate that they can respond innovatively to their practice through the developmenbt of new and emerging techniques in teaching.
11. 1D75DCFD-6627-0001-61B6-1F901B40A050
12. exercise in an advanced way the extended role and duties of a teacher including as tutor, year head, and pastoral carer.
13. 1D75DCFD-9F2C-0001-1499-1A203650DD50
14. take responsibility for initiating, leading and completing the development of cognitive and personal aspects of individual learning.
15. 1D75DCFD-BD8B-0001-C2A3-1FA017DBCE00
16. identify and articulate areas of needed personal and professional growth which emerge out of their teaching placement and to plan for his/her own continuing academic and professional development
17. 1D75DCFD-D14B-0001-EFCA-D160105E1860
18. understand and analyse ongoing interpersonal relationships among students and take responsiblity for improving inter and intra personal relationships in the classroom and the wider school environment.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Professional Practice	50	Class contact time
Professional Practice	50	Observation and Participation with other teachers
Professional Practice	12	Reflective Placement Portfolio
Professional Practice	9	Consultation with Mentor
Lecture	4	Placement Supervision
Total Workload: 125

Section Breakdown
CRN	10511	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale		Pass Both Elements	Y
Resit Category		Best Mark	N
Module Co-ordinator	Shivaun O'Brien	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	School Placement Portfolio	20%	Sem 2 End
Practical/skills evaluation	Teaching Practice Episodes	70%	As required
Participation	Professional Development & Critical Reflection	10%	As required

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

Underpinning theories of teaching and learning
Further exploration of traditional and new approaches to pedagogy.

Advanced Teaching Strategies
The procedures involved in structuring various advanced strategies for use in a classroom context.

Adapting to individual difference and specific student need
Adaptation of teaching to cater for inclusion of pupils with diverse needs

Teacher as Researcher
Student teachers become participant observers and researhcers

Micro Teaching
Practising and researching teaching strategies in a peer coaching context

Online Collaborative Research Network
Collaborating in an online environment to offer a peer reviewed critique of use of teaching strategies

Indicative Reading List

Books:

Cohen,L. & Mannion,R. & Morrisson, K.: 2001, A Guide To Teaching Practice, 5th, Routledge, London,
Murphy, D., Walker, R. & Webb, G.: 2001, Online Learning and Teaching With Technology, Kogan Page, London,
Reece, I. & Walker, S.: 2003, Teaching, Training and Learning a practical guide, 5, Business Education Publishers, Sunderland,
Ann Lambros: 2004, Problem-based learning in middle and high school classrooms, Corwin Press, Thousand Oaks, Calif., 0761938478
Walsh, B. & Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin, 9780717145119

Articles:
None

Other Resources

None