Registry
Module Specifications
Archived Version 2019 - 2020
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Description The module will enable students to gain a wide range of professional experiences in planning and teaching all day in any primary school class setting. Throughout the school placement, students will be expected to maintain consistent standards of effective planning, teaching, reflection and evaluation and to develop skills in long-term planning and the completion of the Cuntas Míosúil (monthly progress report). Planning approaches to differentiating for all learners including children with various high incidence and low incidence special needs in the primary school will be integral to all elements of planning. Students will be expected to plan and manage the learning environment to construct effective classroom roles, expectations and learning outcomes. Students will work collaboratively with a school community in a range of school projects and initiatives and in the process enable students to see themselves as important resources for a school community. Students will have opportunities to engage in professional dialogue with cooperating teachers and support staff and to participate in activities such as ongoing assessment and co-teaching. Students will become familiar with the Code of Professional Conduct (Teaching Council) and its implications for the professional role of the teacher and apply these standards to their own professional practice. Students will develop their knowledge of statutory requirements for safety, health and welfare management systems in schools as evidenced by school policy development. Students will engage in critical and shared reflection on the elements of their placement, informed by coursework and school-based learning. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Undertake and write short-term and long-term teaching plans. 2. Employ a variety of curriculum methodologies, creative resources and teaching styles. 3. Engage children actively in learning through whole class teaching, group work and individual/pair work. 4. Communicate effectively and professionally with children, adults, and professionals in a school setting. 5. Critique and assess desirable pathways for improvement in their teaching and their own learning. 6. Reflect on their own professional development and demonstrate insights into their own classroom teaching, planning and management competencies informed by coursework, observations and experiences. | |||||||||||||||||||||||||||||||||||||
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 Indicative ContentChild Protection (Statutory requirements revisited, School Policy) Advanced methods in planning lessons (short-term and long-term planning) . Creating exciting classroom and school displays (with an active role for children). Recording children’s progress and using outcomes to help improve planning and teaching. Privacy and confidentiality around information received in the classroom/school. The Code of Professional Conduct (Teaching Council) Year 4 (BEd) and Induction Year. School policies and implementation at classroom level (challenges and supports) . Observe and record school attendance: The Leabhar Rolla /Online Record Systems (end of term calculations, submission to the principal). Cuntas Míosúil submission. Absenteeism of pupils: Procedures in place, professional responsibilities, Role of Welfare Board Building personal and professional resilience when teaching: Sources of support, personal crises. Care and management of the Voice. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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