Registry

Module Specifications

Archived Version 2013 - 2014

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	4
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module seeks to prepare teachers for the changing educational landscape and in particular, the socio-cultural issues that have an impact on the school/classroom community. These issues include education disadvantage, gender in education and inter cultural education. Allied to this, the module builds on and consolidates the work undertaken in EDRE301 by investigating the relationship between methodology and content in the elective area.

Learning Outcomes

1. Demonstrate a knowledge and understanding of key socio-cultural issues and their impact on the second level school/classroom community.
2. Critically engage with the relevant documents/policies that seek to respond to education disadvantage, gender in education and inter-cultural education.
3. Engage in reflection on the role of the teacher in creating an inclusive teaching/learning community in the light of the themes/issues raised in this module.
4. Demonstrate the appropriate professional skills necessary to source, design and employ suitable methodologies and resources (AV, ICT) for the Elective area.
5. Give evidence of knowledge of developments in curriculum design, especially in respect of the new Junior Certificate.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	1	Socio - cultural competence
Independent Study	5.3	No Description
Portfolio Preparation	30	Portfolio of lesson plans
Total Workload: 36.3

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

Education Disadvantage
This module considers the socio-economic factors that prohibit students from participating fully in primary and post-primary education.

Intervention
The module pays particular attention to the initiatives taken by the Department of Education and Science to address the issue of education disadvantage. The DEIS report forms a central part of this investigation.

Gender in Education
The Se Si report provides the lens through which to consider a. the relationship between gender and participation/educational achievement b. the ratio of male/female teachers in leadership positions in education.

Gender and the Classroom
Of particular relevance for final year students is the fact that the teaching placement takes place in a co-educational context. The module explores gender attitudes and classroom practice and considers the impact that this has on the teaching/learning environment.

Inter-cultural Education
In an effort to respond to a culturally diverse educational environment the module considers the role of the school community in creating and facilitating an inclusive learning environment. Drawing on the NCCA inter-cultural guidelines the modules considers the opportunities that are present within the classroom, curriculum and relevant syllabus that support an inter-cultural approach.

Curriculum and Diversity
The impact of class background on educational achievement and the curriculum.

The Nature of Social Class
The relationship between the school curriculum and social class.

The Civic Imperative
Detailed study of the CSPE curriculum and of its capacity to promote respect for diversity.

Special Needs in Education
Responding to the demands of pupils with special needs in the mainstream classroom.

The New Junior Certificate
Study of the rationale behind the introduction of the The New Junior Certificate. Exploration of the possibilities that it offers and of the challenges that its implementation may present.

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

Professor John Coolahan: 2003, Attracting, Developing and Retaining Effective Teachers: Country Background Report For Ireland, OECD,
Department of Education and Science: 2005, DEIS: Delivering Equality of Opportunity in Schools,
Department of Education and Science: 2007, Se Si Gender in Irish Education,
NCCA: 20, Intercultural Education in the Post-Primary School,
NEWB: 2008, Developing a Code of Behaviour: Guidelines for Schools,
C. Renehan: 2006, Different planets? ; gender attitudes and classroom practice in post-primary teaching, Liffey Press, Dublin,
Department of Education and Science (Inspectorate): 2007, Inclusion of Students with Special needs Post-Primary Guidelines,
K. Lynch and A. Lodge: 2002, Equality and power in schools : redistribution, recognition and representation, Routledge Falmer, London,
K. Williams: 2007, Education and the Voice of Michael Oakeshott, Imprint Academic, Exeter,

Other Resources

1700, Web document, Department of Education and Skills, 2012, A Framework for Junior Cycle, Dublin, Department of Education and Skills,

Programme or List of Programmes

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