Module: Planning, Teaching & Learning for All, 2

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Planning, Teaching & Learning for All, 2
Module Code	ISE1012 (ITS: SI717)
Faculty	Inclusive & Special Education	School	DCU Institute of Education
NFQ level	9	Credit Rating	10

Description

This module focuses on teaching and learning with a view to: (a) Application of the skills and knowledge presented across the programme; and (b) Implementation of long and short term planning developed in the module entitled ‘Planning, Teaching and Learning for All 1’.

Learning Outcomes

1. Demonstrate teaching competencies appropriate to the areas for development of individual learners, groups and/or classes.
2. Implement appropriate learning plans, supports and teaching methodologies for learners with reference to their individual developmental levels, demonstrating use of inclusive pedagogy.
3. Support the implementation of differentiated curricula so as to respond appropriately to the strengths and areas for development of diverse learners.
4. Use assessment for and of learning to assess learners’ engagement in and evaluation of the teaching and learning situation.
5. Select appropriate pedagogical practices, methods of support, materials and resources (including digital learning, assistive and augmentative technology) to enable access to the teaching and learning situation.
6. Collaborate effectively with others where necessary.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	60	Workshops/tutorials on teaching and learning in the following areas: personal/social development, communication and language, literacy, numeracy, motor development, creative arts and well-being
Independent Study	130	Application of knowledge and skills in the teaching and learning situation
Assignment Completion	60	Teachers will be observed on at least three occasions teaching prepared lessons to learners with additional needs. They will be assessed against a rubric (shared with students) in domain areas. Formative feedback will be provided on at least two occasions and a summative grade and band will be allocated in the third submission.
Total Workload: 250

Section Breakdown
CRN	10028	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	Leanne Connolly	Module Teacher	Ann Marie Farrell, Anna Logan, Aoife Brennan, Audrey Halpin, Eamonn Mccauley, Elizabeth Mathews, Fiona King, Joe Travers, Kathryn O'Mahony, Neil Kenny, Rosemary Savage, Sinead McCauley Lambe, Sylwia Kazmierczak-Murray

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Practicum: At a minimum, three school visits (i.e. 6 observed lessons). Year long	100%	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

Indicative Content
● Theories of Assessment and learning. ● Development and application of holistic profiling for individuals and groups. ● Establishing aims and learning objectives/outcomes/targets. ● Identification of appropriate teaching strategies. ● Selection and management of resources. ● Differentiation and universal design. ● Digital learning. ● Assistive and augmentative technology. ● Overview of and issues to consider when choosing curricula. ● Identification of methodologies, strategies and approaches to planning for and teaching literacy, language and communication, reading, writing, numeracy and Mathematics, creative arts, personal and social development and well-being. ● Models of teaching and support for learning. ● Teacher as professional (reflective practice, collaborative practices, evaluation).

Indicative Reading List

Books:
None

Articles:
None

Other Resources

None