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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

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

This module will introduce student teachers to Citizenship Education as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior Cycle Civic, Social and Political Education and Senior Cycle Politics and Society. The module aims to develop student teachers’ pedagogical expertise and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners and confident curriculum makers, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments.

Learning Outcomes

1. Critically engage with the Junior and Senior Cycle curricular guidelines for Citizenship Education, with particular reference to curricular reform.
2. Reflect on their emerging professional identity as subject experts, curriculum makers and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession.
3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement.
4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential.
5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development.
6. Design learning experiences that support the development of a creative mindset
7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students.
8. Demonstrate a capacity to promote numeracy and literacy in relation to subject discipline.

Workload Full-time hours per semester
Type Hours Description
Workshop24Workshops where students engage with core module content, participate in and reflect on modelled teaching episodes
Online activity10Synchronous and asynchronous lectures discussing and engaging with core module learning
Group work15Collaborative lesson design and subject based collegial activities
Independent Study50Individual lesson design, resource preparation, reflection and evaluation of teaching, reading
Assignment Completion26Individual lesson design, resource preparation, reflection and evaluation of teaching, reading
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 Subject Specific Pedagogical Content Knowledge
Introduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures.

Core Values of Teaching and Professional Practice
Development of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.

The Teacher/Facilitator as Curriculum Maker and Reflective Practitioner
Synthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.

Theory and Practice
Engagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.

Methodologies for Citizenship Education
Universal task design including teacher exposition, concept development, multiple entry points and flexible options for engagement, representation, action and expression; Classroom talk including whole class, small group and carousel discussions, walking debates and jigsaw groups; Inquiry Based Learning including critical inquiry based learning; Approaches to Teaching Controversial Issues including discussion, empathy tasks, perspective taking and simulation activities; Drama based methods conscience alley and role play; Reading and writing including text analysis, reflective journals, newspapers and print media; Digital technologies including flipped classroom approach, visual images, photography, video, animations, Google Earth, and social media; Participative learning methods including group work, pair work and game-based learning activities.

Assessment Breakdown
Continuous Assessment% Examination Weight%
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

  • Edda Sant,Ian Davies,Lynette Shultz,Karen Pashby: 2018, Global Citizenship Education, Bloomsbury Collections, 9781474286749
  • Ian Davies,Li-Ching Ho,Dina Kiwan,Carla L. Peck,Andrew Peterson,Edda Sant,Yusef Waghid: 2019, The Palgrave Handbook of Global Citizenship and Education, Palgrave Macmillan, 1349955728]
  • Massimiliano Tarozzi,Carlos Alberto Torres: 2016, Global Citizenship Education and the Crises of Multiculturalism, Bloomsbury Publishing, 9781474235976
  • Maureen Ellis: 2015, The Critical Global Educator, Routledge, 9781138887800
  • Audrey Bryan,Meliosa Bracken,: 2011, Learning to Read the World?, University College Dublin, 1905254598
Other Resources

0, Curriculum Framework, DES, 2015, Guidelines for Junior Cycle, https://www.curriculumonline.ie/, 0, Curriculum Guidelines, NCCA, 2021, Wellbeing Guidelines for Junior Cycle, https://www.curriculumonline.ie/, 0, Curriculum Specification, NCCA, 2021, Civic, Social and Political Education Curriculum Specification for Junior Cycle, https://www.curriculumonline.ie/, 0, Curriculum Specification, NCCA, 2019, Politics and Society Curriculum Specification, https://www.curriculumonline.ie/, 0, Report, NCCA, 2018, Education for Sustainable DevelopmentL A study of opportunities and linkages in the early childhood, primary and post-primary curriculum., https://www.curriculumonline.ie/, 0, Report, NCCA, 2021, Education for Sustainable Development: International Curriculum Audit, https://www.curriculumonline.ie/, 0, Strategy, Irish Aid, 2021, Irish Aid Global Citizenship Education Strategy 2021-2025, https://www.irishaid.ie/media/irishaid/p ublications/Global-Citizenship-Education -Strategy.pdf, 0, Website, UNESCO, 2018, Preparing teachers for global citizenship education: a template, https://unesdoc.unesco.org/ark:/48223/pf 0000265452,
Programme or List of Programmes