Registry

Module Specifications

Archived Version 2022 - 2023

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, as the final Geography, Environmental and Outdoor (GEO) Education module, ensures students have the vision, knowledge and skills to lead GEO Education in schools.

Learning Outcomes

1. Critically analyse the range of GEO experiences and opportunities across GEO, SESE, Geography and Global Citizenship courses on the B.Ed, with a view to leading in these areas;
2. Draw on current and historical research and policy to create progressive teaching environments in GEO Education;
3. Apply their knowledge of educational theory, research in education, curriculum, pedagogy and children’s learning to practices in GEO Education;
4. Demonstrate excellence in leading, justifying, planning, resourcing and reviewing engaging learning opportunities in across schools in GEO education;

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Fieldwork	12	Approximately 3/12 session will involve outdoor work
Workplace application	6	Approximately 3/12 of the session will involve working with children in local schools
Workshop	6	Approximately 6/12 sessions will involve collaboratively working in class
Total Workload: 24

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

Understanding leadership
Exploring and defining leadership. Collaboratively exploring models of leadership, identifying good leadership and considering themselves a leaders

Exploring leadership
Working as a community of practice in GEO Education with teachers and other community members across a range of settings. Critically analysing practices and policies in relation to GEO Education, in schools, via WSE reports and other data, as teams. Meeting and collaborating with leaders in GEO Education in schools. Using position papers and curriculum documents to identify priorities in GEO Education.

Planning for leadership
Exploring a range of whole school issues in GEO Education, and working towards implementation of good practices in relation to them, for example SEN, resourcing, fieldwork, resources, etc. Collaborating to create visions for GEO Education. Creating personal statements and curriculum vitae to share expertise with future employers.

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

All on Loop: 0, 2020,
Catling, S. and Willy, T.: 2018, Understanding Primary Geography, Routledge, London,
Carling, S.: 2016, Research and Debate in Primary Geography, Routledge, https://doi.org/10.4324/9781315707556,
Dolan, A.M. P: 2020, Powerful Primary Geography: a toolkit for 21st century learning., Routledge, London:,
Geography Association UK: 2020, Leading Primary Geography: the essential handbook for all teachers, Geography Association, Sheffield:,

Other Resources

None

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