Registry

Module Specifications

Archived Version 2021 - 2022

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module engages students with complex moral and values issues including human sexuality, beginning and end of life issues, majority and minority rights, justice issues and responses to poverty and exclusion. These issues will be explored through the lenses of world faiths and humanism.

Learning Outcomes

1. Discuss the views, beliefs and rights of those who are members of major world faiths, those who are members of smaller religious groups encountered in Ireland and those who are humanists, atheists or non-adherents of any organised religion.
2. Critically engage with key moral, ethical and values issues in Irish society including social justice, responses to poverty and exclusion locally and globally, attitudes towards diverse sexualities and different types of relationships, the rights of marginalised groups, and beginning and end of life issues.
3. Discuss the skills and qualities that primary teachers need to develop in order to engage primary school children with moral and spiritual issues.
4. Examine the five marks of mission of the Anglican Communion (encompassing social justice issues, care for the environment, care and service of others) and use to critically evaluate how Church of Ireland school ethos can address ethical and moral issues in a pluralist world.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Total Workload: 0

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

Religions, Ethics, Morals and Values
Through their understanding of the core beliefs of major world faiths acquired in the B.Ed1 REMV module and their discussion of non-religious viewpoints, the students will engage with complex moral and values issues at both global and local levels. These include justice issues such as poverty, racism, slavery, climate justice, human sexuality and beginning and end of life issues. They will use narrative approaches, case-studies and projects plus walking debates - all suitable approaches for use in the primary years. The module will examine age and ability appropriate ways in which complex moral and ethical questions can be introduced to children throughout the primary years, introducing suitable classroom resources. It will ask students to reflect on the skills, attitudes and approaches that teachers need to develop in order to explore these complex moral and ethical issues with primary school children.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Derman-Sparks, L. & Edwards, J. O.: 2010, Anti-bias education for young children and ourselves., National Association for the Education of Young Children, Washington DC,
Connell, R. W.: 1993, Schools and Social Justice, 10, Temple University Press, Philadelphia,
Flowers, N.: 2009, Compasito: Manual on Human Rights Education for Children, 2nd edition, Council of Europe, Budapest,
Government of Ireland: 1998, Education Act, Stationery Office, Dublin,
Killick, S. & Coffey, J.: 2012, Building Relationships through Storytelling, The Fostering Network, England & Wales,
Z. Gross & E. Doyle Stevick: 2014, As the Witnesses fall silent: 21st century holocaust education in curriculum, policy & Practice, Springer, London,
Lawson, H.: 2018, Primary school pupils’ attitudes towards and understandings of poverty, UCL Institute of Education, London,
Lodge, A.: 2020, But the Lord Looks on the Heart, United Dioceses of Dublin & Glendalough Diocesan Office, Dublin,
R. Arshad, T. Wrigley & L. Pratt: 2020, Social Justice re-examined: Dilemmas and solutions for the classroom teacher, 2, Trentham press / UCL IOE, London,
O'Neill, C.: 1992, Telling it like it is, Combat Poverty Agency, Dublin,
Richards, A. & Mission Theology Group: 2017, The five marks of mission, Churches Together in Britain and Ireland,
Schweber, S. & Findling, D.: 2007, Teaching the Holocaust, Torah Aura Productions, Los Angeles,
Teaching Council: 2012, Code of Professional Conduct for Teachers, Teaching Council, Maynooth,
T. Wrigley & L. Pratt: 2020, Social Justice re-examined: dilemmas & solutions for the classroom teacher, 5, UCL Press, London,

Other Resources

45051, Book, Abells, C. B., 1987, The children we remember, London, MacRae, 45052, Website, Alfred-Kamara, M., 2013, Teaching Slavery: tips for tackling the issues in the classroom., https://www.history.org.uk/primary/resource/2811/teaching-slavery, 45053, Website, Anti-defamation league, 2006, Confronting anti-Semitism: myths, facts about Jews, https://www.adl.org/media/2133/download, 45054, Book, Courtauld, S., 2007, The Story of Slavery, London, Usborne, 45055, Website, Equaliteach, 2018, Faith in Us: educating Young people about Islamophobia., https://www.equaliteach.co.uk/faith-in-us/, 45056, Book, Faruqi, S., 2019, Meet Yasmin!, Minnesota, Picture Window Books, 45057, Book, Harman, A., 2019, Human rights: I’m a global citizen, London, Franklin Watts, 45058, Book, Heuchon, C. & Shukla, N., 2020, What is Race…and other big questions., London, Wayland, 45059, Website, Fr Simon, 0, The five marks of mission and your school, https://www.frsimon.uk/the-five-marks-of-mission-for-children-and-your-school/, 45060, Website, Anglican Church of New Zealand, 0, 4th mark of mission resources, https://anglicanschools.nz/4th-mark-of-mission/, 45061, Website, RE with Soul, 0, Five Marks of Mission, http://www.rewithsoul.co.uk/about-us/partners-2/five-marks-mission/, 45062, Book, Islam, B., 2020, Amazing Muslims who changed the world, London, Puffin, 45063, Book, Kerr, J., 2019, When Hitler stole pink rabbit/Bombs on Aunty Dainty/A small person far away., London, Harper Collins Children's Books, 45064, Website, Interfaith editorial team, 2016, Building bridges through interfaith dialogue, https://www.aplaceformission.org/interfaith-dialogue/, 45065, Website, Kidsmatter.ed.au, 0, Five ways to address racism, https://www.cherbourg.org.uk/class_page/five-ways-to-address-racism/, 45066, Book, Lacey, J., 2019, Dealing with Racism, London, Franklin Watts, 45067, Sample school project, Lawlor, G., 2017, Concentration Camps. 6th class project, KPS, 45068, Book, Milner, K., 2019, It’s a no-money day, Edinburgh, Barrington Stoke, 45069, Book, Milner, K., 2017, My Name is not Refugee, Edinburgh, The Bucket List, 45070, Education Resource, PDST, 2020, Children's Books for Wellbeing, Dublin, PDST, 45071, Book, Penfold, A. & Kaufman, S., 2019, All Are Welcome, London, Bloomsbury, 45072, Education Resource, Trocaire, 0, Primary school teachers’ resource – food poverty in Rwanda, Maynooth, Trocaire, 45073, Book, UNICEF/Dorling Kindersley, 2002, A Life Like Mine, London, Dorling Kindersley, 45074, Book, Williams, M., 2019, Children who changed the world, London, Walker Books, 45075, Book, Zullo, A. & Bovsun, M., 2016, Survivors: True stories of children of the holocaust, London, Scholastic Inc, 45076, Book, Hoffman, M. & Asquith, R., 2010, The Great Big Book of Families, London, Frances Lincoln Children's Books, 45077, Educational Resource, INTO, 0, Respect!, Dublin, INTO, 45078, Book, Oelschlager, V., 2010, A Tale of Two daddies, Ohio, Vanita Books, 45079, Book, Oelschlager, V., 2011, A Tale of Two Mommies, Ohio, Vanita Books, 45080, Book, Purtil, S., 2020, Its okay to be different, Ontario, Dunhill Clare Publishing, 45081, Book, Rooney, R., 2019, My Body is Me, Transgender Trend, https://www.transgendertrend.com/rachel-rooney-reads-my-body-is-me-2/, 45082, Book, Sanders, J., 2018, Let’s talk about body boundaries, consent and respect. A book to teach children about body ownership, respectful relationships, feelings and emotions, choices and recognizing bullying behaviours., Victoria, Australia, Upload Publishing, 45083, Website, Schooldays.ie, 0, How to talk to your children about first menstruation, https://www.schooldays.ie/articles/How-to-talk-about-first-menstruation-with-your-children, 45084, Book, Steward, R., 2019, The Autism-Friendly Guide to Periods, London, Jessica Kingsley, 45085, Book, Stynes, Y. & Kang, M., 2020, Welcome to your period, London, Stripes Publishing, 45086, Book, Taylor, S. R., 2018, The ultimate puberty book for girls. Celebrate your body (and its changes too)., Emeryvale CA, Rockridge Press, 45087, Book and website, Taylor, J. & Shrive, J., 2020, The Primary School and Home School Guide: Ethical sex and relationships education for young children, VictimFocus, www.victimfocus.org.uk,

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