DCU Home | Our Courses | Loop | Registry | Library | Search DCU


Module Specifications

Archived Version 2010 - 2011

Module Title Curriculum Development and Evaluation
Module Code ES546
School School of Education Studies

Online Module Resources

NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

Students will obtain a systematic understanding of knowledge based on the latest research in the field of Curriculum Studies and will be able to develop and evaluate curricular initiatives in schools based on this knowledge.

Learning Outcomes

1. Appraise and evaluate in the context of curriculum theory and practice the main issues to be considered in planning, developing and assessing programmes of instruction.
2. Plan and propose new initiatives collaboratively in the curriculum field.
3. Explain the theoretical origins and practical implications of school evaluation systems.
4. Examine the structure, procedure and process of the Department of Education and Science Looking at Our Schools (LAOS) programme.
5. Construct, develop and validate a range of self evaluation instruments in a school setting.

Workload Full-time hours per semester
Type Hours Description
Lecture24No Description
Online activity24VLE
Group work12Subject based
Independent Study53No Description
Total Workload: 125

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

Introduction to Curriculum Theory

Impact of curriculum theory on recent Irish educational initiatives

Introduction to evaluation theory

Exploration of recent international Exploration of recent international initiatives in school and subject evaluation from the perspective of evaluation theory (e.g. OFSTED. PACE)

Evaluation in Irish Schools
History of Evaluation in Irish Schools

Comparison of International Evaluation Systems

Theoretical Origins and Structure of Looking at Our Schools (LAOS)

Self Evaluation
Exploration of theoretical underpinnings of self evaluation movement

Self Evaluation
Design and implementation of a range of self evaluation instruments in a school setting

Self Evaluation
Engagement in online debate and Engagement in online debate and discussion about the potential role of self evaluation as a mechanism for professional development and school improvement

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
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
Indicative Reading List

  • Gerry McNamara, Joe O'Hara: 2008, Trusting schools and teacher, P. Lang, New York, 978-0-8204-8638-3
Other Resources

280, Virtual Learning Environment, DCU, 2010, Moodle, Internet, moodle.dcu.ie,
Programme or List of Programmes
GDEDGraduate Diploma in Education