B.Ed 2 Autumn Semester 2015

B.Ed 2 Autumn Semester 2015
BED Year 2
Bachelor of Education
Year Two, Semester Three
Course Handbook
2015
BED Year 2
Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais
Dear Student,
On behalf of my colleagues I extend a warm welcome back to BEd 2, Faculty of
Education at Mary Immaculate College. Tá súil agam gur bhain tú taitneamh as
laethanta gealla an tsamhraidh.
During Year 2 of the BEd programme you will follow a core programme which focuses
on the Student as Teacher. During this year you will have an opportunity in some
modules to build on the concepts and knowledge developed in first year. Other areas you will experience
for the first time, such as Inclusive Education, Social, Personal, Health, and Physical Education. You will
also note that the programme is designed to allow for progression in curricular areas across the two
semesters. In addition in autumn you have an opportunity to select a Liberal Arts elective module. Your
next elective modules, in both Education and the Liberal Arts are scheduled for Year 3 of your
programme, but of course you will be advised in Spring of the options available to you and will make
your selection in April/May 2016. If you have any feedback in relation to this academic year, please
engage with your academic co-ordinator Dr.Carol O’Sullivan.
The Faculty is also involved in the provision of many other programmes. This year sees the second
cohort of students beginning the Professional Master of Education which is a two year teaching
qualification for graduates who already possess a Level 8 degree and who wish to pursue primary
school teaching. The Faculty contributes to an extensive range of postgraduate programmes in SEN, ICT,
Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters
in Education (by Research and Thesis) and Structured PhD in Education. We have also an Education
Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to
the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san
Oideachas Lán-Ghaeilge. Is é seo an chéad chlár iarchéime i bPoblacht na hÉireann le freastal go sonrach
ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-Ghaeilge.
Our Professional Diploma in Education (Further Education, Level 8) has been accredited by the Teaching
Council, and our revised Certificate in Religious Education has been approved by the Council for
Catechetics.
Our lecturers are very approachable and are dedicated to providing you with a top quality educational
experience. Please engage with them and with your fellow students to enrich your own learning and to
broaden your understanding of what it means to be a teacher. Participate in the life of the College, join
clubs and societies, and enjoy the many sporting, social, cultural, and personal development
opportunities available to you. In closing, I wish you well in your studies and I hope that your time at
Mary Immaculate College will prove both enjoyable and rewarding.
Guím gach rath ort i rith na bliana,
Professor Teresa O’Doherty, Dean of Education
INDEX
PAGE NUMBER
1.
Introduction from the Dean
1
2.
Index
2
3.
Faculty of Education – A Brief Overview
3
4.
Faculty of Education – Mission Statement
4
5.
Overview of B.Ed 2 Programme
5
6.
Study Abroad/International Placement
6
Progression within the Programme
7.
Programme Specific Regulations
7
8.
Academic Integrity Policy
8
9.
Lecture and Tutorial Assistance
10
Module Assessment Guidelines
10.
Key Faculty of Education Contacts
11
11.
Staff of the Faculty of Education
14
12.
Bachelor of Education 2 Autumn Semester Modules
21
13.
Electives and Specialisms
74
BED Year 2
FACULTY OF EDUCATION – A BRIEF OVERVIEW
The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of
Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College
is proud of its tradition of teacher education and of the high standards achieved by graduates since its
establishment in 1898. The Faculty is one of the largest education faculties in Ireland, with a staff of more
than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly studentcentred and is committed to excellence in its teaching and research.
The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship
undergraduate honours programmes include the following:
•
BEd, which is a full-time four-year programme and is the professional qualification required for
teachers in primary schools.
•
BEd in Education and Psychology, this four-year full-time programme prepares graduates to be
recognised primary school teachers while also holding a degree in Psychology, which is recognised
by the Psychological Society of Ireland.
•
BA in Early Childhood Care and Education, which focuses on the development of educarers,
professional leaders in the provision of care and education for children from birth to six years in a
variety of educational settings.
The Faculty also offers a number of postgraduate programmes. The academic year 2015/16 heralds the
introduction of the Professional Master of Education (Primary Teaching) which is a new two-year teaching
qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school
teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also
provides a range of postgraduate research options and the numbers of students engaging in masters and
doctoral studies by research and thesis within the Faculty continue to grow. The research work of the
Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at
Mary Immaculate College (Ceramic), the Curriculum Development Unit and the Centre for Transforming
Education through Dialogue reflect the commitment of Faculty to researching aspects of curricular interest,
but also issues of equity and justice within education on local, national and international levels.
Faculty members cover a wide range of expertise and professional interests. Many are qualified primary
teachers and bring to their students a wealth of professional knowledge and experience. An internationally
recognised standard of excellence has been achieved in the areas of professional development, curriculum
design and educational research. The Faculty of Education has close links with many of the primary schools
in Limerick city and the wider mid-west region. These connections facilitate an on-going professional
relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and
teachers who make their classes available to student teachers for school placements, a crucial aspect of
Mary Immaculate College’s BEd programme.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 1
BED Year 2
MISSION STATEMENT OF THE FACULTY OF EDUCATION
To foster the social, emotional and intellectual development of our students; to promote and enhance their
well-being during their time in college, and to provide opportunities for them to access a range of cultural
activities.
To encourage students to aspire to standards of excellence in their professional lives compatible with their
individual potential.
To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers
in the national primary schools system. To empower such teachers to deal not alone with pupils and inschool colleagues but with parents, local communities, colleagues generally, other professionals.
To engender in our graduates a commitment to the full, social, emotional, intellectual development, and
cultural diversity of the children they teach so that as citizens of the future they are competent, assured and
caring members of society.
To promote and develop educational research and the application of existing research for the benefit of
schools and of the community.
To promote among our graduates an openness to research and methodological innovation and to help them
to foster a sense of ongoing professional and personal development.
To engender in students and graduates a positive, critical attitude to change in their professional lives and
the capacity to develop skills and competences to deal with changing needs and demands.
To promote and develop educational thought and practice for the benefit of the community, both local and
national.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 2
BED Year 2
Overview of B.Ed 2 Programme
The conceptual framework of the overall B.Ed programme (of which a brief overview was provided in the
B.Ed 1 Handbook) demonstrates a dynamical programme that challenges what it means to be a learner, a
teacher, a researcher, and a leader and how, collectively, these understandings become embedded in the
everyday realities of all those working together in a 21st century teacher education programme. In B.Ed 2,
the focus is upon the Student as Teacher and the programme will reiterate and expand upon concepts and
themes already addressed in B.Ed 1 (Student as Learner) while also introducing you to new modules. You
will also choose your first Elective module in Liberal Arts. The School Placement modules will enable you to
apply your learning from your previous placements as well as your learning from both the theoretical and
pedagogical modules which you have undertaken to date. This incremental approach demonstrates a
commitment to the centrality of observation, professional knowledge and practice, and reflection in each of
the placements. The level of expertise, insight and responsibility demanded of students increases from one
placement to the next. The School Placements are a combination of observation and teaching in Multi-grade
settings (SP3) and in Senior Classes (SP4). The modules in B.Ed 2 are as follows:
Semester 3
ECTS
Student as Teacher
Semester 4
ECTS
Student as Teacher
Language and Literacy 3
3
Language and Literacy 4
3
An Ghaeilge agus Múineadh na Gaeilge
T1/T2
3
Creating a Positive Classroom
Environment
3
STeM 4: Introduction to Mathematics and
its Teaching 3
3
Social Studies 1: The Global Teacher
3
Christian Religious Education 1 or Religious
Education in Multi-denominational Schools
Module 1
3
Social, Personal, Health, and Physical
Education 1
STeM 5 Pedagogy of Maths and
teaching and Learning with ICT
Social Studies 2: Teaching History and
Geography in Primary Schools
3
Inclusive Education for Children with
Special Educational Needs (SEN) 1
3
School Placement 3
3
Elective 1 Liberal Arts
6
3
3
Christian Religious Education 1 or
Religious Education in Multidenominational Schools Module 2
3
Social, Personal, Health, and Physical
Education 2
3
Schools and Society 2
3
Creative Arts 2
3
School Placement 4
6
Please note that students who have chosen to take the Certificate in Religious Education in Year 1 will take
Module 2 of the Certificate in the Autumn Semester of Year 2.
At the end of Year 2 you will select whether to take the Multidisciplinary B.Ed programme or to pursue a
specialism in Liberal Arts or Education.
For more information on the structure of the B.Ed programme, please refer to the B.Ed 1 Handbook.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 3
BED Year 2
Study Abroad/International Placement
The B.Ed programme offers students the opportunity to study abroad in Semester 5. The College has
established partnerships with a number of premier Colleges and Universities worldwide and strongly
encourages student mobility. Student mobility offers opportunities for significant academic, social and
personal development. Exchanges are open to all students who have attained a QCA of 2.8 or above by the
end of Semester 4. Students who have applied to study abroad during Semester 5 will be graded on a
pass/fail basis for all selected modules in their host College/University. This means that upon successfully
passing all modules, their QCA at the end of Semester 4 will be carried forward to Semester 6. Please
contact: Richard Bowles, Co-ordinator of international placements, if you have any queries in relation to the
Study Abroad/International Placement.
Progression within the Programme
In developing the programme, a focus has been maintained on ensuring progression within the programme
in terms of students’ learning and self-development and the understanding, knowledge and skills required to
meet the learning and teaching needs of children in today’s schools. Clear links are maintained between
theoretical input and student teachers’ school placements. Students must successfully complete all modules
in order to progress to the next academic year of the programme.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Programme Specific Regulations
3.9 Mary Immaculate College
3.9.1 Bachelor of Education and Bachelor of Education in Education and Psychology
3.9.1.1
A student who fails a school placement module shall be awarded an F grade or, in the case
of Pass/Fail registration, an N grade.
3.9.1.2
The compensating fail grades D1 and D2 shall not be awarded for school placement
modules.
3.9.1.3.1
Save in exceptional circumstances, where a student fails a school placement, s/he shall be
afforded only one further opportunity to repeat that placement.
3.9.1.3.2
A student who fails a school placement module (i.e. who fails the first attempt and also fails
the repeat attempt) will normally have their enrolment on their current programme of study
terminated.
3.9.1.3.3
A student who fails a school placement module (i.e. who fails the first attempt and also fails
the repeat attempt) in years 1, 2, 3 or 4 will be eligible for consideration, at the discretion of
the relevant Examination Board, for an exit award or transfer to an appropriate exit
programme, as listed below. The award type will depend on the number of credits
accumulated by the student.
• Certificate in Education Studies (Minor Award (Level 7) [≥60 + <120 ECTS])
• Diploma in Education Studies (Minor Award (Level 7) [≥120 + <180 ECTS])
• BA Education Studies (Major Award (Level 7) [≥180 + <240 ECTS])
• BA Hons. Education Studies (Major Award (Level 8) [≥240 ECTS. The ECTS requirements for
students registered on the three-year Level 8 Bachelor of Education programme is ≥180
ECTS.])
3.9.1.3.4
A student who is eligible for an exit award may take the appropriate award based on
accumulated credits or may link in to approved modules in an attempt to fulfil the
requirements for the next higher award. The approved modules will be determined
following consultation between the student, the relevant Dean(s) and the Vice President
Academic Affairs.
3.9.1.4
Students who are due to start professional placement in the Spring semester of years 1, 2
and 3 of the programmes are subject to critical review. A student who has failed more than
four modules or whose residual QCA following the Autumn semester is less than 2.00 will
not be allowed to progress to the Spring semester and will be required to repeat the
Autumn semester prior to progressing to the Spring semester.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
3.9.1.5.1
Students who receive an F grade in the oral Irish component of the following modules shall
be awarded an F grade both in that component of the module and in the overall module:
• An Ghaeilge agus Múineadh na Gaeilge 2
• Language and Literacy 5
3.9.1.5.2
Where the student has passed the other elements of the module, s/he repeats the oral Irish
component only. The student is capped on the repeat of the module at grade C3.
3.9.1.5.3
The compensating fail grades D1 and D2 shall not be awarded for the oral Irish component
of the module.
3.9.1.6.1
Students who receive an F grade in the Scríobh na Gaeilge component of the following
modules shall be awarded an F grade both in that component of the module and in the
overall module:
• An Ghaeilge agus Múineadh na Gaeilge 2
• Language and Literacy 5
3.9.1.6.2
Where the student has passed the other element(s) of the module, s/he repeats the Scríobh
na Gaeilge component only. The student is capped on the repeat of the module at grade C3.
3.9.1.7.1
Students who receive an F grade in the Múineadh na Gaeilge component of the following
modules shall be awarded an F grade both in that component of the module and in the
overall module:
• An Ghaeilge agus Múineadh na Gaeilge 3
• Language and Literacy 4
3.9.1.7.2
Where the student has passed the other element(s) of the module, s/he repeats the
Múineadh na Gaeilge component only. The student is capped on the repeat of the module at
grade C3.
3.9.1.8.1
Students who receive an F grade in the Teanga Scríofa na Gaeilge component of the
following module shall be awarded an F grade both in that component of the module and in
the overall module:
• An Ghaeilge agus Múineadh na Gaeilge 3
3.9.1.8.2
Where the student has passed the other elements of the module, s/he repeats the Teanga
Scríofa na Gaeilge component only. The student is capped on the repeat of the module at
grade C3.
3.9.1.9.1
Students who receive an F grade in the English component of the following modules shall be
awarded an F grade both in that component of the module and in the overall module:
• Language and Literacy 4
• Language and Literacy 5
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
3.9.1.9.2
3.9.1.10.1
Where the student has passed the other element(s) of the module, s/he repeats the English
component only. The student is capped on the repeat of the module at grade C3.
To progress into the final year of their programme, students are required by the end of Year
3 of the programme to obtain an average quality point value (QPV) of at least 2.00 in the
areas of English, Gaeilge and Mathematics in each of the three module groupings listed
below:
1.
Language and Literacy 1; Language and Literacy 2; Language and Literacy 3;
Language and Literacy 4; Language and Literacy 5
2.
An Ghaeilge agus Muineadh na Gaeilge 1; An Ghaeilge agus Muineadh na Gaeilge 2;
An Ghaeilge agus Muineadh na Gaeilge 3; Language and Literacy 4; Language and
Literacy 5
3.
STEM 1; STEM 2; STEM 4; STEM 5
3.9.1.10.2
A student who does not obtain the minimum average QPV required in Mathematics
following annual repeats in Year 2 but who is otherwise eligible to progress may do so and
may link in on a capped basis to relevant modules in the following academic year to obtain
the average minimum QPV of 2.00 in that module grouping.
3.9.1.10.3
A student who is not eligible to progress following the annual repeats in Year 3 on account
of not having attained the minimum average QPV required in one or more of the English,
Gaeilge or
Mathematics groupings but who otherwise satisfies the general progression regulations may
link in to relevant module/s in the following academic year subject to the current academic
regulations whereby a maximum of two modules can be taken on a link-in basis in each
semester.
3.9.1.11.1
The award and award classification shall be made on the basis of performance of candidates
in part 2 only, commencing with Semester 3. For the BEd programme only, semesters 3 to 5
shall be assigned a relative weighting of 1 and semesters 6 to 8 shall be assigned a relative
weighting of 2.
3.9.1.11.2
An absolute QPV of 2.60 across school placement modules SP4, SP5, SP6 and SP7 is required
for the award of a first or second class honours degree.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Mary Immaculate College Academic Integrity Policy
Preamble
Academic Integrity refers to honesty and responsibility in academic practice and scholarship. It values ethical
academic behaviour and the avoidance of plagiarism, cheating, fraudulent representation of academic work
and other dishonesty in academic endeavours.
1.0 Academic Dishonesty
1.1 Academic dishonesty includes:
-
falsely representing the work of others as one’s own in an assignment.
copying of ideas or work of fellow students.
copying from published works, in assignments, without proper acknowledgement, i.e. plagiarism.
using co-authoring assistance in individual academic work, including the commissioning or
purchasing of essay writing services, i.e syndication.
using technical assistance in assignments where it has not been authorised, e.g. using translation
software in a translation assignment.
signing attendance records on behalf of a classmate.
fabricating results or research findings in an assignment.
using false information to gain extensions to deadlines or i-grades.
cheating in examinations by copying or using unauthorised materials.
misrepresenting achievements on application forms.
2.0 Plagiarism
2.1 Plagiarism is defined as the use of either published or unpublished writing, ideas or works without proper
acknowledgement.
2.2 Plagiarism is a form of academic dishonesty where, either intentionally or unintentionally, ideas or works
are falsely presented as being those of the author for her/his benefit. It can include:
-
the use of a part of a text without quotation marks and citation.
the use of a part of a text, with minor paraphrase, without citation.
the use of an image without citation or permission.
the use of music without citation or permission.
the use of computer code, mathematical work, research results, spreadsheets without citation or
permission.
the re-use of one’s own work from a previous assignment without citation.
2.3 All writing, ideas or works quoted or paraphrased in an academic assignment in MIC must be attributed
and acknowledged to the original source through proper citation.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
2.4 To avoid plagiarism when quoting or paraphrasing, ideas or works must be referenced using the
referencing system appropriate to the module under assessment or disciplinary area1.
2.5 Module and Programme Coordinators will provide guidance to students regarding the required
referencing system for a given module or programme.
2.6 Written assignments will normally be submitted to the MIC plagiarism detection software and will be
checked against and stored in the standard repository of the software. Students may submit only once
to the plagiarism detection software for any one assignment.
3.0 Acceptable use of MIC teaching and assessment materials
3.1 Assignments are the property of MIC and may not be made publicly available (e.g. online) without
consent.
3.2 Recording of lectures on personal devices is not permitted, unless by special arrangement.
3.3 Lectures captured on livestreaming facilities, which are password protected, cannot be shared with
anyone who is not registered for a given module.
3.4 Teaching materials made available for download in electronic format by MIC lecturers may not be shared
with anyone who is not registered for a given module.
4.0 Acceptable use of ICT and digital identities
4.1 When using MIC computers or network, films, music, books and other published works subject to
copyright must not be downloaded.
4.2 Software licensed to MIC must not be downloaded to private devices or shared outside of MIC network,
unless by prior agreement.
4.3 Digital identities should be respected and identity credentials should never be shared. Using the email or
VLE identity of another (e.g. if not logged out on a device) is considered a theft of digital identity.
4.4 MIC’s Policy for Responsible Computing must be adhered to at all times.
5.0 Data protection
5.1 Assignments that involve the gathering and storing of personal data, including images, must adhere to
the MIC data protection policy.
6.0 Sanction
6.1 In accordance with MIC’s Code of Conduct, it is a serious disciplinary offence to engage in academic
cheating in any form whatsoever.
6.2 Section 4.2 of the MIC Code of Conduct states that “The College Discipline Committee shall be entitled to
impose penalties including suspension or expulsion where, in its view, the gravity of the complaint or
offence or the College disciplinary record of the offender shall so warrant”.
1 Harvard, APA and numeric footnote systems are used in MIC, depending on the module or programme.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant
expulsion.
Lecture and Tutorial Attendance
Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer attendance
checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of
both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or
tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent
if they do not attend their designated lecture/tutorial. Up to 10% of marks in a module may be deducted for
poor attendance at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will
be deducted for poor attendance.
Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same
(see http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx for further
information).
Module Assessment Guidelines
Students are responsible for familiarising themselves with the assessment arrangements for each module.
Where modules are assessed by examination, it is the responsibility of the student to register and present
for the examination (see
http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx for further information).
In the case of coursework, students are responsible for ensuring that coursework adhers to the module
assessment guidelines, that it is completed on time, and submitted on the designated date. Students are
strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances,
extensions will not be granted for coursework submission deadlines.
Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a
modulewill bededucted for late submission of coursework.
Repeat Assessment Procedures: Where Coursework is the repeat assessment (including both F and I Grades) students will be notified of the repeat assessment and the repeat assessment guidelines by email. It
is the responsibility of the individual student to comply with the repeat assessment guidelines which
includes submission deadlines.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 10
BED Year 2
KEY FACULTY OF EDUCATION CONTACTS
Dean of Education
Professor Teresa O Doherty
Contact: teresa.odoherty@mic.ul.ie
Office: 304a
(061) 204995
Assistant Dean of Education and BEd 3 Co-Ordinator
Dr Angela Canny
Contact: angela.canny@mic.ul.ie
Office: 311
(061) 204598
BEd 2 Co-Ordinator
Dr Carol O’Sullivan
Contact: Carol.OSullivan@mic.ul.ie
Office: 305
(061) 204928
Director of School Placement
Neil Ó Conaill
Contact: neil.oconaill@mic.ul.ie
Office: 306
(061) 204519
Education Office Manager
Fintan Breen
Education Office, Room 307
Contact: fintan.breen@mic.ul.ie
Office: (061) 204906
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Faculty of Education Office
Room 307 (Foundation Building)
Phone: 061-204906
Counter service to students is available from Monday – Friday from 10.00 a.m. – 12.30 p.m. and 2.00 p.m. –
4.00 p.m
Whom should I contact?
If you have a concern or query in relation to general academic issues, please contact Dr Carol O’Sullivan. You
can make an appointment to see her by email or via the Education Office.
If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP
(061 204358/061 204924).
If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr
Angela Canny.
You may also go to the Education Office, Third Floor, Main Building, if you have a general query.
Please give your mobile phone number to the Education Office or other members of staff when
communicating with them, as if a matter is urgent, this will enable them to contact you directly.
Contacting Lecturers
You can find contact details for all academic staff on the College website
http://www.mic.ul.ie/welcome/Pages/staffdirectory.aspx. Initial contact with a lecturer should be made by
email and if required, the lecturer will arrange a meeting with you. Please remember that lecturers are very
often in schools or engaged in other work, so it is important that you contact them by telephone or email.
You are reminded that all communication should be conducted in a courteous manner.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
STAFF OF THE FACULTY OF EDUCATION
Dean of Education
Teresa O'Doherty, B.Ed.,
M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
teresa.odoherty@mic.ul.ie
(061)204995
angela.canny@mic.ul.ie
(061)204598
cathal.depaor@mic.ul.ie
(061)204950
Assistant Dean of Education
Angela Canny, B.Soc.Sc.,
M.Soc.Sc.(UCD),
Ph.D.(Warwick)
Director of Continuing
Professional Development
Cathal de Paor, B.A.(NUI),
Grad.Dip.in Ed.(UL),
M.Ed.(UL), M.A. in Classical
Irish(NUI), Ph.D.
Director of the Curriculum
Development Unit
Eucharia McCarthy,
B.Ed.(NUI), M.Ed.(UL)
eucharia.mccarthy@mic.ul.ie
(061)204508
Director of School
Placement
Neil Ó Conaill, B.Ed.(NUI),
M.Ed.(Nottingham)
neil.oconaill@mic.ul.ie
(061)204519
There are five academic departments within the Faculty of Education:

Department of Arts Education and Physical Education

Department of Reflective Pedagogy and Early Childhood Studies

Department of Learning, Society, and Religious Education

Department of Language, Literacy and Mathematics Education

Department of Special Education
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Department of Arts Education and Physical Education
Acting Head of Department
Déirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in
Academic Practice(UL)
deirdre.nichroinin@mic.ul.ie
(061)204553
Michael Finneran, B.Ed.(DCU), M.A,
Ph.D.(Warwick)*
michael.finneran@mic.ul.ie
(061)204976
Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in
Drama in Education(Thomond), Grad Dip in
Dance(UL), Cert in Community Dance
Leadership(Laban Guild), Ph.D (Univ. of Bristol)
dorothy.morrissey@mic.ul.ie
(061)204521
Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM*
Co-ordinator of the access programme
margaret.okeeffe@mic.ul.ie
(061)204526
Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music
Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London)
gwen.moore@mic.ul.ie
(061)204945
Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)
ailbhe.kenny@mic.ul.ie
(061)774721
Tanya Power, NDD, M.A.(NUI)
tanya.power@mic.ul.ie
(061)204388
Anne-Marie Morrin, B.A., H.Dip. Art and Design
Education (NCEA), M.A.(UL)
annemarie.morrin@mic.ul.ie
(061)204552
Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD),
H.Dip.(Art and Design Education), B.A.(WIT), M.A. in
Interactive Media(UL)
sinead.dineen@mic.ul.ie
(061)204936
Niall Quinn, Visual Arts Technician, Dip. in Fine
Arts(NCEA)
niall.quinn@mic.ul.ie
(061)204350
Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in
Academic Practice(UL)
deirdre.nichroinin@mic.ul.ie
(061)204553
Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) PhD.
(UL)
Co-ordinator of international placements and AEE
richard.bowles@mic.ul.ie
(061)204912
Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster)*
elaine.murtagh@mic.ul.ie
(061)204569
Drama
Music Education
Visual Arts Education
Physical Education
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 14
BED Year 2
Department of Reflective Pedagogy and Early Childhood Studies
Head of Department
Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip.
in Special Ed.(DCU), BL, (Univ. of London),
M.Ed.(DCU), PG Cert. in Autism (Children)(DCU),
M.Ed.(Autism)(Univ. of Birmingham), Diploma in
Irish(NUIG), Ph.D.(DCU)
emer.ring@mic.ul.ie
(061)204571
Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL)
deirdre.breathnach@mic.ul.ie
(061)204565
Jennifer Pope, B.A. Early Childhood Studies,
Ph.D.(UCC)
jennifer.pope@mic.ul.ie
(061)204581
Lisha O'Sullivan, B.A. Early Childhood Studies(UCC),
M.A. Non-directive Play Therapy (Univ. of York)*
lisha.osullivan@mic.ul.ie
(061)204566
Des Carswell, B.Sc.(UCD and Vrije Univ.
Amsterdam), Masters in European Social Policy
Analysis (UCD)
Co-ordinator of and tutor on the research methods
and undergraduate dissertation modules for the
B.Ed. programme
des.carswell@mic.ul.ie
(061)204961
Mary Moloney, Cert. in Psychology(NUIM),
Diploma in Nursery Management(UCD), M.Ed. in
Early Childhood Care and Education(MIC),
Ph.D.(MIC)
mary.moloney@mic.ul.ie
(061) 204316
teresa.mcelhinney@mic.ul.ie
(061) 204542
Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC),
M.Sc.(DCU)
brendan.barry@mic.ul.ie
(061)204941
Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed.
Lead. (NUIM), Grad. Dip. SEN(UL)
rory.mcgann@mic.ul.ie
(061)204520
Edward Corry, B.A. (NUIG), Higher Diploma in
Education (NUIG); Higher Diploma in Systems
Analysis and Design (NUIG); B.E. (NUIG); Ph.D.
(NUIG)
edward.corry@mic.ul.ie
(061)204986
Early Childhood Care and Education
Educational Methodology
Teresa McElhinney, B.Ed., M.Ed.(NUI)
ICT in Education
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 15
BED Year 2
Microteaching
Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD),
Ph.D.(NUI)
kathleen.horgan@mic.ul.ie
(061)204328
School Placement
Eamonn Mitchell, B.Ed., M.Ed.(UL)
eamonn.mitchell@mic.ul.ie
(061)204518
Department of Learning, Society, and Religious Education
Head of Department
Carol O’Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI),
Ed.D.(DCU)
carol.osullivan@mic.ul.ie
(061)204928
Suzanne Parkinson, B.Ed., B.Sc., M.SC. in
Developmental and Educational Psychology, Ed.D.(Ed.
Psych).
suzanne.parkinson@mic.ul.ie
(061)204958
Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD)
marie.ryan2@mic.ul.ie
(061)204372
Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD)
claire.griffin@mic.ul.ie
(061)204701
Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
teresa.odoherty@mic.ul.ie
(061)204995
Eilís O’Sullivan, B.Ed., M.A.(UL), Ph.D.(UL)
eilis.osullivan@mic.ul.ie
(061)204384
margaret.nohilly@mic.ul.ie
(061)774744
Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC),
Ed.D. (Univ. Of Sheffield)
tony.bonfield@mic.ul.ie
(061)204970
Aislinn O Donnell, B.A.(TCD), M.A.(UCD),
Ph.D.(Warwick)
aislinnodonnell@mic.ul.ie
(061)204354
angela.canny@mic.ul.ie
(061)
Psychology of Education
History of Education and Policy of Education
Co-ordinator of M.Ed in Educational Leadership and
Management
Margaret Nohilly, B.Ed, M.St., D.Ed (DCU)
Philosophy of Education
Sociology of Education
Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD),
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 16
BED Year 2
Ph.D.(Warwick)
204598
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western
Michigan)
sandra.ryan@mic.ul.ie
(061)
204984
Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th.,
Ph.D.(London)
patricia.kieran@mic.ul.ie
(061)204965
Daniel O’Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in
Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College)
daniel.oconnell@mic.ul.ie
(061)204966
Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral
Studies, (Maynooth), M.A.(Fordham University)
maurice.harmon@mic.ul.ie
(061)204720
sandra.ryan@mic.ul.ie
(061)204984
Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)
ann.higgins@mic.ul.ie
(061)204979
Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL)
ruth.bourke@mic.ul.ie
(061)774715
anne.dolan@mic.ul.ie
(061)204983
eileen.osullivan@mic.ul.ie
(061)204975
maeve.liston@mic.ul.ie
(061)204726
anne.odwyer@mic.ul.ie
(061)
204346
miriam.hamilton@mic.ul.ie
061 774754
brighid.golden@mic.ul.ie
(061)204991
Religious Education
Educational Disadvantage
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western
Michigan)
Transforming Education Through Dialogue
Social, Environmental and Scientific Education
Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI),
Ed.D.(Sheffield Hallam)
(Pedagogy of Geography)
Eileen O’Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC)
(Pedagogy of History)
Maeve Liston, B.Sc., Ph.D.(UL)
(Science Education)
Anne O’Dwyer B.Sc (UL), Phd, UL
(Science Education)
Miriam Hamilton, B.A., Post-Grad Dip in Co-operative
Learning, (TCD), M.Ed (MIC), PhD (MIC)
(Science Education)
Development and Intercultural Education
Brighid Golden B.Ed., M.Ed (Birmingham)
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 17
BED Year 2
Social, Personal and Health Education
Carol O’Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI),
Ed.D.(DCU)
carol.osullivan@mic.ul.ie
(061)204928
siobhan.osullivan@mic.ul.ie
(061)204536
claire.griffin@mic.ul.ie
(061)774701
josephine.frahill@mic.ul.ie
(061)204366
MA in Educational Psychology
Siobhán O’Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI),
M.Sc.(Univ.Coll.London)
Programme Leader
Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD
Department Administrator
Josephine Frahill
Department of Language, Literacy and Mathematics Education
Head of Department
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI)
sean.debrun@mic.ul.ie
(061)204329
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI)
sean.debrun@mic.ul.ie
(061)204329
Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI)
roibeard.ocathasaigh@mic.ul.ie
(061)204342
Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI)
eilis.nidhea@mic.ul.ie
(061)204359
Martina Ní Fhatharta, B.Oid., M.Oid.(UL)
martina.nifhatharta@mic.ul.ie
(061)204555
Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard)
aine.cregan@mic.ul.ie
(061)204902
Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL)
martin.gleeson@mic.ul.ie
(061)204971
Fiodhna Gardiner-Hyland B.Ed. (MIC); MA in Ed., (MIC);
PhD, (Univ. of Leicester)
fiodhna.gardiner@mic.ul.ie
061204766
Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in
Ed.(Calif. State), Ph.D.(Ariz. State)
aisling.leavy@mic.ul.ie
(061)204978
Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL)
mairead.hourigan@mic.ul.ie
(061)204504
John O’Shea, B.Ed., M.Ed.(UL), Ph.D.(UL)
john.oshea@mic.ul.ie
(061)774713
Noreen O’Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip.
noreen.oloughlin@mic.ul.ie
(061)204357
Gaeilge
English
Mathematics Education
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 18
BED Year 2
Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol)
Modhanna Múinte na Gaeilge
Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling)
sean.ocathallain@mic.ul.ie
(061)204371
TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma
Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC)
tj.oceallaigh@mic.ul.ie
(061)204325
Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol)
siobhan.nimhurchu@mic.ul.ie
(061)204973
Department of Special Education
Head of Department
Patricia Daly, B.A., HDE (NUI), M.A., PhD(Ohio State)
patricia.daly@mic.ul.ie
(061)204309
Margaret Egan, B.Ed.(TCD), M.Ed.(UL), PhD (UCC)
margaret.egan@mic.ul.ie
(061)204337
Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI)
stella.long@mic.ul.ie
(061)204580
Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL)
eucharia.mccarthy@mic.ul.ie
(061)204508
Johanna Fitzgerald, MA (IOE, London)
johanna.fitzgerald@mic.ul.ie
(061) 204517
Trevor O’Brien BEd (DCU), MEd, ADAES - Advanced
Diploma in Applied Educational Studies (Hull), Dip Social
Studies (UCC)
trevor.obrien@mic.ul.ie
(061)774780
Professional Services Staff
Education Office Manager
Fintan Breen
fintan.breen@mic.ul.ie
(061)204906
Marie Quaid
marie.quaid@mic.ul.ie
(061)204310
Caroline Ní Chadhain*
caroline.coyne@mic.ul.ie
(061)204358
Zeta Penny
zeta.penny@mic.ul.ie
(061)204924
Helen Heffernan
helen.heffernan@mic.ul.ie
(061)204923
Nora O’Donoghue
nora.odonoghue@mic.ul.ie
(061)204923
Paula Treacy
paula.treacy@mic.ul.ie
(061)204925
Perry Meskell
perry.meskell@mic.ul.ie
(061)204551
Rose Higgins
rose.higgins@mic.ul.ie
(061)204551
Education Office
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 19
BED Year 2
Deirdre Cussen*
deirdre.cussen@mic.ul.ie
Hellen Gallagher
Hellen.Gallagher@mic.ul.ie
(061)204545
(061)774725
Sheila O'Callaghan
sheila.ocallaghan@mic.ul.ie
(061)204549
Mairead Horan
mairead.horan@mic.ul.ie
(061)204563
Josephine Frahill
cdu@mic.ul.ie
(061)204366
* Indicates that the Faculty Member is currently on leave
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 20
BED Year 2
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 21
BED Year 2
BACHELOR OF EDUCATION 2 – Autumn Semester Modules
Module
Code
Title
Credits
Semester
AUTUMN SEMESTER
EDU200
School Placement 3
3
3
EDU201
Language and Literacy 3
3
3
EDU202
An Ghaeilge agus Múineadh na Gaeilge 3 (T1)
3
3
EDU203
STeM 1 Introduction to Mathematics and its Teaching 3
3
3
EDU254
Social Studies
3
3
EDU205
Christian Religious Education 1*
3
3
EDU206
Religious Education in Multi-denominational Schools 1*
3
3
EDU207
Social, Personal, Health, and Physical Education 1
3
3
EDU208
Inclusive Education for Children with Special Educational Needs (SEN) 1
3
3
EDU 209
An Ghaeilge agus Múineadh na Gaeilge 3 (T2)
*Students to choose either EDU205 or EDU206
Please note that the Certificate in Religious Education is also provided to B.Ed 2 students as an optional
course.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 22
BED Year 2
Module EDU200
School Placement 3
Autumn Semester 2015/2016
Bachelor of Education 2 & Bachelor of Education in Education & Psychology 2
INTRODUCTION:
School Placement 3 is a three credit module which students undertake on December 7th and 8th 2015 and
from January 6th – 15th 2016. Students undertake this School Placement in a school and class which the
students himself/herself selects and organises, with due regard to the Class Selection Criteria for School
Placement 3 (see School Placement Handbook 2015/2016). Students may opt to undertake SP3 as a
partnered or as a non-partnered placement, and it is undertaken in a mixed grade class between 1st and 4th
class (i.e. it could be a grouping of 1st & 2nd; 2nd & 3rd; 3rd & 4th or any combination of classes from 1st to 4th).
The key focus of the placement is to allow students to observe and engage in mixed class teaching. The
placement recognises that students will learn with and from the class teacher as well as learn about planning
and teaching in a mixed class context by engaging in these activities themselves.
The placement prioritises learning about mixed class teaching: it provides the opportunity for students to
develop their ability to plan for different class levels and to develop their ability to manage a mixed class
while recognising that this is the student’s second teaching placement.
The placement also prioritises students’ learning about integrated planning and teaching, and the lessons
taught in week 2 are centred on a common theme, selected by the student in consultation with the class
teacher.
The placement combines teaching and non-teaching activities, and students will be required to maximise
whole school learning opportunities which the placement provides.
All relevant documentation is available to the students on the EDU200 course on Moodle.
LEARNING OUTCOMES:
On completion of this module, students will be able to:








Organise and present a (i) planning file and (ii) resource file for SP3
Demonstrate awareness of the importance of planning for different class age levels and children of
all abilities
Demonstrate a developing competence in planning for children of all abilities
Demonstrate a developing competence in maintaining effective classroom management
Demonstrate an ability to engage in meaningful integrated teaching through thematic planning
Demonstrate a developing competence in engaging with children to promote their learning
Reflect critically on and document their development as student teachers and demonstrate their
ability to engage in critical reflection with their tutor, class teacher and peers
Demonstrate the capacity to engage with the School Placement in a professional manner
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 23
BED Year 2
MODULE CONTENT:
No teaching is scheduled for Monday and Tuesday of Dec. 7th and 8th as the student observes the class and
works with the teacher. On Jan. 6th-8th (Wednesday, Thursday and Friday) the student teaches two Gaeilge,
two English and two Maths for 45 – 60 minutes each. The lesson content will be agreed with the teacher and
in terms of differentiation, the focus will be on writing and teaching towards differentiated outcomes per
class (e.g. in a 1st/2nd class, specific learning objectives for the pupils in 1st and specific learning objectives for
pupils in 2nd). Students also teach areas already taught on School Placement 2 (e.g. Science, Drama, Music
and Visual Art) on Wednesday, Thursday and Friday of the first week.
In Week 2 (Jan. 11th-15th) students are requested to schedule two English, two Gaeilge and two Maths lesson
of 45 – 60 mins duration. For these lessons, students write differentiated lesson objectives for the learners
within each class (Refer to the guidelines from each subject area regarding writing differentiated objectives
for all learners). Students also teach PE (2 x 30 mins), History (2 x 45-60 mins), Geography (2 x 45-60 mins),
SPHE (1 x 30 mins) and RE (3 x 30 mins) and two of Science, Drama, Music or Visual Art (@ 45-60 mins each)
during Week 2.
In keeping with the emphasis on integration and thematic teaching, all lessons in Week 2 should be centred
on a theme. Students liaise with the class teacher in selecting an appropriate theme and in planning their
lessons must have regard to the thematic planning guidelines provided by faculty.
Class teachers and students will devise a plan for the remaining time and the student teacher will carry out
other school-related activities as co-devised. Working closely with the class teacher and availing of whole
school teaching and learning opportunities are key features of this placement.
Students must present and maintain a well-organised and complete Planning Folder & Resource Folder,
complete detailed and comprehensive lesson plans and identify appropriate teaching and learning strategies
for engaging children in middle classes with the Primary School Curriculum. Students must continue to
observe and practice assessing children’s learning, as well as their own learning. At all times, students must
relate appropriately and professionally with pupils, school personnel and school placement personnel.
MODULE ASSESSMENT:
This module is assessed on a Pass/Fail basis. See Moodle course for assessment criteria and grade
descriptors.
There are two elements to the assessment of the module:
a) Attending school for 10 days and submitting a School Placement Attendance Form
b) Receiving a pass grade from his/her school placement tutor, who will visit the student a minimum of
two visits in the course of the placement
No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh. In cases of
absence from school, a student is required to contact the Education Office (061 204924) and his/her school.
On completion of the module the student is required to submit a School Placement Attendance Form to the
Education Office by Thursday January 21st, 2016.
Students to whom an I or F grade is awarded, the repeat for School Placement 3 occurs from 30 th May- 10
June 2016.
Normally, students may repeat a School Placement module once.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 24
BED Year 2
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
FEEDBACK:
Feedback occurs during the school placement with school placement tutor.
STAFF:
Name
Title
Office
Telephone
Email
061 204 518
Eamonn.Mitchell@mic.ul.ie
Office Hour/s
Eamonn
Mitchell
Lecturer in
School
Placement
Co-ordinator for
School
Placement 3
G46 (meeting
requests should
be e-mailed in
advance)
READING LIST:
Primary Readings
1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office.
2. Mary Immaculate College (2015) School Placement Handbook 2015/2016: Handbook for Students
and Tutors, Limerick: Mary Immaculate College
3. Gregory G. and Chapman C. (2007) Differentiated Instructional Strategies: One size doesn’t fit all, 2nd
Ed. London: Sage.
Supplementary Readings
4. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5th Edition,
London: Routledge.
5. Kyriacou, C. (2007) Essential Teaching Skills Third Edition, Cheltenham: Stanley Thornes.
6. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson
Education.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 25
BED Year 2
Module EDU201 – Language and Literacy 3
Autumn Semester, 2015-2016
Bachelor of Education 2: Bachelor of Education in Education & Psychology 2
The rationale and purpose of this module is to expand on student teachers’ knowledge of instructional
practice in English Language and Literacy for effective literacy instruction in the Middle Classes.
LEARNING OUTCOMES
Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
On completion of this module, students will be able to:
 explore how their personal experience as writers contributes to their understanding of the process of
literacy development for children
 demonstrate an understanding of the target oral language skills for development among primary
school children in the middle classes
 select a range of developmentally appropriate research-based approaches to promote the literacy
development of children in their development as readers and writers
Affective: Attitude and Values
On completion of this module, students will be able to:
 explore their own values, beliefs and biases, in relation to language and literacy teaching in the primary
classroom
 display an appreciation of differentiated and inclusive approaches to language and literacy
development which support the language learning needs of all children
MODULE CONTENT
This module will build on Language and Literacy 2 by continuing to explore effective instructional practices
for oral language development, reading and writing. In this module, students will be introduced to the
importance of differentiating in English Language and Literacy in the primary classroom – adapting the
curriculum to support diverse learning needs, and in particular, the importance of supporting the needs of
young bilingual learners. This module will aim to provide student teachers with opportunities to learn about
genre writing, talk in writing development, creating a print and literacy-rich environment, vocabulary
development and writing across the curriculum and to develop an understanding of the challenges children
face when confronted with the task of writing.
The module will be delivered in the form of one lecture and one tutorial session each week. Readings based
on the content of the lecture will be assigned in advance of the tutorial session. Students will be required to
be familiar with the contents of the readings and to participate in discussions based on the readings during
the tutorial sessions. The tutorial sessions will also involve students engaging interactively in workshops
designed to enhance student knowledge about language.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 26
BED Year 2
Note: The following areas may be addressed over the duration of the course. Due to bank holidays and
other events impacting on scheduling, all topics may not be covered and are subject to change.
WEEK
1
2
3
4
5
6
7
8
9
10
11
12
TITLE/CONTENT/AREAS
Course Introduction/Differentiation in the English Classroom (1)
Differentiation in the English Classroom (2)
Instructional approaches to writing
Writing across the curriculum
All children can write – why don’t they?
Talk in writing development
Creating a print and literacy rich environment
Children’s literature and language and literacy development
Vocabulary development
Adapting the English curriculum to suit the needs of EAL learners (1)
Adapting the English curriculum to suit the needs of EAL learners (2)
School Placement 3 Preparation
MODULE ASSESSMENT
Assessment in this module will take the form of coursework (100%), which is due Week 12 and will be based
on the content of the course. Repeat assessment will consist of coursework (100%), based on the content of
the course.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
Attendance at and participation in lectures and tutorials is a requirement of the course. Attendance will be
recorded weekly. Email notification of absences is not accepted. 10% of marks in the module will be
deducted for poor attendance.
Assessment Criteria
1. Understanding of the task and key concepts/issues involved:
Discusses application to key language and literacy issues, as introduced throughout the semester and
highlights application and relevance to their upcoming School Placement 3.
2. Depth of analysis and/or critique in response to the task:
A critical perspective and analysis is evident, including a developing philosophical approach, in analyzing
conceptions of teaching language and literacy.
3. Appropriate use of professional and/or research literature:
Quality up-to-date academic sources are used to support and inform the course work (Minimum of 4) which
may include reading materials distributed during the semester and/or self-accessed academic books,
journal articles and appropriate online resources.
4. Structure and organization:
The course work is structured and organised coherently and is of an appropriate length (1200-1500 words).
Sub-headings and paragraphing aid comprehension.
5. Presentation according to academic conventions:
There is clarity, consistency and appropriateness of conventions for quoting and paraphrasing, attributing
sources of information and accompanying resources and citing relevant texts according to the Harvard
referencing system.
6. Presentation according to linguistic conventions:
Course work is presented according to appropriate linguistic conventions, including appropriateness of
sentence structure, specialized educational and literacy vocabulary usage, spelling, punctuation. There is a
general flow and coherency of language.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 27
BED Year 2
Marking Scheme
A1
96-100
A2
90-95
B1
80-89
B2
70-79
B3
60-69
C1
55-59
C2
50-54
C3
40-49
D1
35-39
D2
30-34
F
<30
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK
Feedback on student work is given as appropriate during tutorial sessions.
Office Hours: Lecturers and tutors are available by appointment to meet with students.
STAFF
LECTURERS
NAME
OFFICE
CONTACT DETAILS
Dr. Fíodhna GardinerHyland
R206, Foundation Building 061-204766/fiodhna.gardiner@mic.ul.ie
Dr. Martin Gleeson
G47, Foundation Building
Dr. Áine Cregan
C109, Foundation Building 061204902 / aine.cregan@mic.ul.ie
061204971 / martin.gleeson@mic.ul.ie
TUTORS
NAME
CONTACT DETAILS
Ms. Sara Fitzgerald
sarafitzgerald84@gmail.com
Ms. Kate Lynch
catherinelynch228@hotmail.com
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 28
BED Year 2
READING LIST
Mandatory readings will be assigned on a weekly basis. All readings will be available on:
Moodle.mic.ul.ie
Course Name: Language and Literacy 3 (EDU 201)
Access Key:
edu2012015
INDICATIVE READINGS INCLUDE:

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Bond, M. A. and Wasik, B. A. (2009) 'Conversation Stations: Promoting Language Development in
Young Children', Early Childhood Education Journal, 36(6), 467-473.
Dean, D. (2010). What Works in Writing Instruction: Research and Practices. USA: National Council of
Teachers of English.
Evans, R. & Jones, D. (2007). Perspectives on Oracy – Towards a Theory of Practice. Early Child
Development and Care, 177 (6-7), 557-567.
Gambrell, L.B. & Mandel Morrow, L. (2011) Best Practices in Literacy Instruction, 4th ed., New York: The
Guilford Press.
Graham, S., MacArthur, C.A., and Fitzgerald, J. (Eds.)(2013). Best Practices in Writing Instruction. New
York: The Guildford Press.
Guofang, L. & Edwards, P.A. (2010) Best Practices in ELL Instruction. New York: The Guilford Press.
Harris, K.R., Graham S., Mason, L.H. and Friedlander, B. (2008). Powerful Writing Strategies for All
Students. New York: Brookes Publishing
Kirkland, L.D. & Patterson, J. (2005). Developing Oral Language in Primary Classrooms. Early Child
Education Journal 32 (6), 391-395.
Quintero, E.P. (2010). Something to Say: Children Learning through Story. Early Education and
Development, 2(3), 372-391.
Vasilyeva, M., Waterfall, H. & J. Huttenlocher (2008). Emergence of Syntax: Commonalities and
Differences across Children. Developmental Science, 11(1), 84-97.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 29
BED Year 2
Modúl EDU202 (T1) – An Ghaeilge agus Múineadh na Gaeilge 3
Seimeastar an Fhómhair 2015-2016
Baitsiléir an Oideachais 2: Baitsiléir an Oideachais san Oideachas agus sa
tSíceolaíocht 2
RÉAMHRÁ
Sa mhodúl seo cuirtear béim ar chumas labhartha agus scríofa na mac léinn a fheabhsú chun cur ar a
gcumas an Ghaeilge a úsáid mar theanga theagaisc sa bhunscoil. Is í aidhm an mhodúil seo tuiscint a
thabhairt do na mic léinn ar na gnéithe seo a leanas den teanga: an tríú agus an ceathrú díochlaonadh
den ainmfhocal, an chopail ‘is’, ailt a aistriú ó Bhéarla, uimhreacha, ceisteanna agus freagraí,
réamhfhocail ó, trí, um, sa, roimh, foghair na Gaeilge a mhúineadh agus nathanna cainte, maraon le
tuiscint ar fhorbairt na litearthachta Gaeilge mar chéad teanga, ar chur chuige cumarsáideach do
mhúineadh na Gaeilge, agus ar an tábhacht a bhaineann le foghraíocht agus gramadach i bhfoghlaim
na Gaeilge i scoileanna T1.
Spreagtar na mic léinn bheith gníomhach sa Ghaeilge gach seachtain i rith an tseimeastair agus dul i
mbun foghlama go neamhspleách sa Ghaeilge.
TORTHAÍ FOGHLAMA
Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn







Ardleibhéal líofachta agus cruinnis le foghraíocht chruinn agus foclóir saibhir a léiriú i
labhairt agus i scríobh na Gaeilge
Dul i mbun foghlama sa Ghaeilge go neamhspleách
An Ghaeilge a úsáid mar theanga theagaisc sa seomra ranga bunscoile
Dearcadh dearfach i leith mhúineadh agus fhoghlaim na Gaeilge a chothú agus a léiriú.
Tuiscint a léiriú ar na gnéithe is suntasaí de chur chuige cumarsáideach do mhúineadh na
Gaeilge i scoileanna T1
Straitéisí éifeachtacha do mhúineadh na litearthachta i scoileanna T1 a mheas agus a
chur i bhfeidhm
Tuiscint a léiriú ar bhealaí éifeachtacha chun gramadach, foghraíocht agus fónaic na
Gaeilge a theagasc i scoileanna T1
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 30
BED Year 2
ÁBHAR AN CHÚRSA
Seachtain
1
Cur chuige cumarsáideach 1
2
Cur chuige cumarsáideach 2
3
Fónaic & Foghraíocht na Gaeilge
4
Gramadach na Gaeilge
5
An suíomh ilrangach
6
Freastal ar éagsúlacht chumais sa suíomh ilrangach
7
Straitéisí chun cumas cumarsáide an pháiste a fhorbairt: Tascanna agus
fadhbanna le réiteach
8
An traidisiún béil: Scéalta traidisiúnta, Agallaimh bheirte
9
Múineadh na gramadaí: Teagasc foirm-dhírithe agus Straitéisí foghlama teanga
10
An Fhoghlaim Chomhtháite Ábhar agus Teanga
11
Forbairt na litearthachta i scoileanna T1 A
12
Forbairt na litearthachta i scoileanna T1 B
AISEOLAS
Múineadh na Gaeilge
Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost.
An Ghaeilge – Teanga
Seachtain
1
Teanga
Léiriú ar an gclár.
Dul siar ar an ainmfhocal.
An tríú díochlaonadh den ainmfhocal 1.
Labhairt na Gaeilge Téama an Churaclaim – Éadaí 1
Foghraíocht 1
2
An tríú díochlaonadh den ainmfhocal 2.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 31
BED Year 2
Labhairt na Gaeilge Téama an Churaclaim – Éadaí 2
Scileanna aistriúcháin
Foghraíocht 2
3
An ceathrú díochlaonadh den ainmfhocal 1.
Labhairt na Gaeilge Téama an Churaclaim – Sa Bhaile 1
Ailt as aistriú ó Bhéarla go Gaeilge
Foghraíocht 3
4
An ceathrú díochlaonadh den ainmfhocal 2.
Labhairt na Gaeilge Téama an Churaclaim – Sa Bhaile 2
An réamhfhocal 1 - ó
Ailt as aistriú ó Bhéarla go Gaeilge
Foghraíocht 4
5
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (1)
An réamhfhocal 2 - trí
Foghraíocht 5
Labhairt na Gaeilge - Cúrsaí Reatha
6
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (2)
Foghraíocht 6
An réamhfhocal 3 - um
Labhairt na Gaeilge - Cúrsaí Reatha
7
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (3)
Uimhreacha 1
An réamhfhocal 4 - sa
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 32
BED Year 2
Labhairt na Gaeilge - Cúrsaí Reatha
8
Uimhreacha 2
An réamhfhocal 5 - roimh
Labhairt na Gaeilge - Cúrsaí Reatha
An teanga chun plean ceachta a scríobh
9
An chopail Is
Ceisteanna agus freagraí 1
Labhairt na Gaeilge - Gaeilge neamhfhoirmiúil sa bhunscoil
10
An chopail Is
Ceisteanna agus freagraí 2
Labhairt na Gaeilge - Cúrsaí Reatha
11
Ceisteanna agus freagraí 3
Céimeanna comparáide na haidiachta 1
Labhairt na Gaeilge - Cúrsaí Reatha
12
Céimeranna comparáide na haidiachta 2
Labhairt na Gaeilge - Cúrsaí Reatha
AISEOLAS
Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost.
MEASÚNÚ
Múineadh na Gaeilge T1 - 40%
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 33
BED Year 2
Scrúdú ag deireadh an tseimeastair. Beidh trí cheist ar an bpáipéar agus ceist amháin le freagairt (Q3/1)
(agus don atriail freisin) do mhúineadh na Gaeilge.
Beidh an scrúdú bunaithe ar ábhar an chúrsa agus ar an ábhar léitheoireachta.
Is i nGaeilge amháin a ghlacfar le freagraí scrúdaithe.
Tógfar tinreamh ranga i rith an tseimeastair.
Teanga – 60%
Scrúdú scríofa ag deireadh an tseimeastair. Dhá cheist le codanna éagsula don teanga.
Atriail: Scrúdú scríofa. Dhá cheist le codanna éagsúla don teanga.
Ní mór pas a fháil i Múineadh na Gaeilge agus sa Teanga faoi seach chun pas a fháil sa mhodúil seo.
Tógfar tinreamh ranga i rith an tseimeastair.
FOIREANN TEAGAISC
Ainm
Teideal
Oifig
Fón
Ríomhphost
Seán de Brún
Ceann Roinne
C101
061-204329
sean.debrun@mic.ul.ie
Siobhán
Léachtóir i
Múineadh na
Gaeilge
G61
061-204973
siobhan.nimhurchu@mic.ul.ie
R116
061-204371
sean.ocathallain@mic.ul.ie
Ó Cathalláin
Léachtóir i
Múineadh na
Gaeilge
Éilís Ní Dheá
Léachtóir
G58
061-204359
eilis.nidhea@mic.ul.ie
G16
061-204342
roibeard.ocathasaigh@mic.ul.ie
Ní Mhurchú
Seán
le Gaeilge
Roibeard
Léachtóir
Ó Cathasaigh
le Gaeilge
Conchúr Ó
Brolcháin
Léachtóir
N101
conchur.obrolchain@mic.ul.ie
le Gaeilge
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 34
BED Year 2
Martina Ní
Fhátharta
Léachtóir
C102
061-204555
martina.nifhatharta@mic.ul.ie
le Gaeilge
Emily-Anne
Rennison
Teagascóir
G71
emily.a.rennison@mic.ul.ie
Seán Ó Floinn
Teagascóir
G71
ofloinns@yahoo.ie
Úna Ní Ghairbhith
Teagascóir
G71
una.orourke1@gmail.com
Bríd Nic
Fhlannchadha
Teagascóir
G71
bberclancy@eircom.net
Dr Seosamh Ó
Cuinneagáin
Teagascóir
G71
seosamhocuinneagain@yahoo.ie
LIOSTA LÉITHEOIREACHTA
Múineadh na Gaeilge
An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge – Teanga. Baile Átha Cliath: Oifig
an tSoláthair.
Lgh. 98 - 111: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 1 & 2)
Lgh. 112 - 125: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 3 & 4)
Lgh. 126 - 139: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 5 & 6)
An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge – Teanga Treoirlínte do
Mhúinteoirí. Baile Átha Cliath: Oifig an tSoláthair.
Lgh. 93-95: Druileanna gramadaí
Lgh. 100 -105: Scéalaíocht
Lgh.112 - 115: Rabhlóga, tomhais, seanfhocail, tréanna
Lgh.125 - 144: Léitheoireacht & Scríbhneoireacht
Lgh. 52 - 115: Cur chuige cumarsáideach
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 35
BED Year 2
Hickey, T. (1992). Teaching Irish Reading: What can Research Tell Us? In T. Hickey (eag.), Múineadh na
Gaeilge sa Bhunscoil: Moltaí Praiticiúla. Baile Átha Cliath: Bord na Gaeilge/Cumann Léitheoireachta
na hÉireann. (Tá cóipeanna den leabhrán seo ar fáil sa leabharlann ar iasacht 4 uair a chloig.)
ACMHAINNÍ BREISE
An Gúm. Preab san Aer (1988) Baile Atha Cliath: An Gúm (sa leabharlann)
An Roinn Oideachais agus Eolaíochta/Foras na Gaeilge. (2005) Séideán Sí: Cúrsa Comhtháite Gaeilge
(Leabhar an Oide, A, B, C, D, E). An Gúm: Baile Átha Cliath.
Fios Feasa (2005) Amhrán is Fiche: Amhráin do Pháistí. An Daingean: Fios Feasa. (sa leabharlann)
Fios Feasa (2007) Amhrán is Fiche Eile 2007: Amhráin do Pháistí . An Daingean: Fios Feasa. (sa leabharlann)
Furlong, S. (2005) D’Aon Ghuth 2. London: Boosey & Hawkes.
Furlong, S. (2006) D’Aon Ghuth 3. London: Boosey & Hawkes.
Harris, J. & Ó Duibhir, P. (2011) Múineadh Éifeachtacha Teangacha: Sintéis ar Thaighde. CNCM:
Baile Átha Cliath
Hickey, T. agus Ó Cainín, P. (2003). Léitheoirí Óga na Gaeilge: Cothú agus Cabhair. In R. Ní Mhianáin (eag.),
Idir Lúibíní: Aistí ar an Léitheoireacht agus ar an Litearthacht. Baile Átha Cliath: Cois Life. (810.9/IDI
Tá cóipeanna den leabhar seo ar fáil ar iasacht 4 uair a chloig freisin.
Mac Dhonnagáin, T. (2004) Ceol na Mara: Amhráin do pháistí. An Spidéal: Futa Fata.
Mac Dhonnagáin, T. (2005) Bliain na nAmhrán (Amhráin do pháistí) An Spidéal: Futa Fata. (sa
leabharlann)
Mac Dhonnagáin, T. agus Ryan, J. (2005) Gugalaí Gug: Rannta Traidisiúnta Gaeilge. An Spidéal: Futa
Fata .
Mehisto, P., Marsh, D. & Frigols, M.J. (2008) Uncovering CLIL: Content and Language Integrated
Learning in Bilingual and Multilingual Education, Oxford: Macmillan.
Nassaji, H. (2000). Towards Integrating Form-focused Instruction and Communicative Interaction in
the Second Language Classroom: Some Pedagogical Possibilities. The Modern Languages
Journal, 84, 241-250.
NCCA Guidelines for Teachers – Exceptionally Able Students Caibidil 5 – Classroom Strategies
www.ncca.ie
Ní Nuadháin, N. (2006). Ar Maidin Moch. Indreabhán: Cló Iar-Chonnachta.
Ó Cathasaigh, R. (1998) Scéilín ó Bhéilín: Scéalta Traidisiúnta don Aos Óg. Luimneach: An tAonad
Forbartha Curaclaim, Coláiste Mhuire gan Smál / Baile an Fheirtéaraigh: Oidhreacht Chorca
Dhuibhne.
Ó Cathasaigh, R. (2009) Tidil Eidil Éró: Amhránaíocht Thraidisiúnta don Aos óg. Luimneach. Coláiste
Mhuire gan Smál / Oidhreacht Chorca Dhuibhne.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 36
BED Year 2
Ó Muimhneacháin, S. (2006) Bígí ag Agallamh: Agallaimh Bheirte do Leanaí Scoile. Cill Áirne: Coiste
Laitiarain.
Ó Súilleabháin, A. (2002) Daid Dearmadach. Clár Chlainne Mhuiris: Cló Mhaigh Eo.
Rosenstock, G. (2001) Dánta Duitse: Scothvéarsaí do dhaoine óga. Indreabhán: Cló Iar-Chonnachta.
Ryan, M. (2008) Plúra Lúra agus Na Bopóga. Béal Feirste: Cultúrlann McAdam Ó Fiaich.
Williams, N. J. A. (1988) Cniogaide Cnagaide: Rainn traidisiúnta do pháistí. Baile Átha Cliath: An
Clóchomhar Tta.
Teanga
Mac Murchaidh, C. (2002) Cruinnscríobh na Gaeilge, Baile Átha Cliath: Cois Life.
Mac Suibhne, A. agus Whelton, M. (2009) Sruth na Maoile, Baile Átha Cliath: Brunswick Press.
Ó Dónaill, É. (2011) Gramadach gan Stró Baile Átha Cliath: Gaelchultúr Teo.
ACMHAINNÍ BREISE
An Gúm (2004) Séideán Sí A B C D E F, Baile Átha Cliath: An Roinn Oideachais agus Eolaíochta.
An Mheitheal um theagasc na Gaeilge ar an Tríú Leibhéal Siollabas Nua don Dara Bliain
Ollscoile
De Bhaldraithe, T. (1998) English - Irish Dictionary, Baile Átha Cliath: An Gúm.
McGonagle, N. (2003) Irish Grammar - A Basic Handbook, Gaillimh: Cló Iar-Chonnachta.
Ó Dónaill, N. (1998) Foclóir Gaeilge – Béarla, Baile Átha Cliath: An Gúm.
Gaelscéal
www.acmhainn.ie
An Foclóir Beag www.focloir beag
Focal.ie www.focal.ie
GaelSpell www.gaelspell.com
www.acmhainn.ie
www.seomraranga.ie
www.tobar.ie
www.teachnet.ie
www.teagascnagaeilge.ie
Vifax www.vifax.nuim.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 37
BED Year 2
EDU 203
SteM 4: Introduction to Mathematics and its Teaching 3
Autumn Semester, 2015-2016
Bachelor of Education 2: Bachelor of Education in Education & Psychology 2
INTRODUCTION:
In this module, a developmental approach to the teaching of the strand of ‘Measures’ across the primary
school curriculum will be presented. Attention will be placed on mathematically appropriate sequences of
instruction which address cognitive readiness for measurement concepts. In addition, appropriate use of
real world applications, measurement tool, manipulatives/technology in addition to the importance of
addressing pupil misconceptions will underpin the sessions. It also provides opportunities to develop
knowledge of relevant measurement concepts as well as an appreciation of the need for a robust knowledge
of number when teaching Measures in primary school.
LEARNING OUTCOMES:
On successful completion of this module, students will be able to:

Refine and develop the ability to teach mathematics effectively, focusing in particular on the multiclass settings.
Reflect on and deconstruct previous mathematics experiences to examine and address
misconceptions or ‘thin’ understanding
Participate in sessions to experience best practice in mathematics teaching i.e. constructivist
approach, use of materials etc.
Demonstrate understanding of primary level measures concepts in addition to linkage between
strand units.
Increase personal mathematics subject matter knowledge
Apply knowledge and understanding of number in real-world situations particularly in
measurement contexts.
Explore and develop an understanding of the teaching progressions for primary level Measures
concepts and demonstrate suitable manipulative usage to support children’s understanding.






MODULE CONTENT:
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
WEEK
1
2
3
4
5
6
7
TITLE/CONTENT/AREAS
Introduction to measures
Teaching progressions and foundational concepts in measures
An introduction to ‘Maths Eyes’ as a teaching approach
Teaching Length: A focus on Non Standard Units
Teaching Length: A focus on Standard Units
Problem Solving in measures
Teaching Weight
Teaching Area and Perimeter
An Introduction to Mathematics trails
Teaching Capacity
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 38
BED Year 2
8
9
10
11
12
Angle and Triangle construction
Teaching Circle
Promoting measurement in the environment using ‘Maths Eyes’
Teaching concepts relating to Time
Teaching concepts relating to Money
Sharing perspectives on the development of ‘Maths trails’
Multi class planning for School Placement
Theme teaching within the strand unit of measurement
Overview of course
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK:
Students can ask questions in relation to the course generally from lecturers before/after focus sessions or
during office hours (see top of page 1). Specific feedback regarding in-class assignments will be given to each
group in subsequent sessions.
MODULE ASSESSMENT:
The examination which is worth 100% of the course mark will take place during examination week by means
of an objective test (OT). This examination is not negatively marked. Students must answer all questions in
the exam. Questions will be set from lecture material/notes, available handouts, lecture-based activities, and
required readings from the Van De Walle textbook in addition to other readings identified during the focus
and tutorial sessions.
In the event that a student fails the module, the repeat assessment procedure for the module is examination
(worth 100%). In the repeat examination, students must answer four essay-type questions from a choice of
four (4Q/4).
Attendance and participation in focus sessions and tutorials is a requirement of the course. Attendance is
required due to the emphasis on hands-on laboratory experiences when working with measurement
instruments and manipulatives. Attendance will be recorded weekly. Email notification of absences is not
accepted. 10% of marks in the module will be deducted for poor attendance.
Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of
the doctor certificate must be handed to the relevant lecturer during the FOCUS SESSION the week
following the absence. If you receive a cert from the college medical centre, you must still inform the
lecturer during the focus session following the absence. The cert will be sent directly to the lecturers at
the end of semester. Otherwise you will be marked absence. Please do not send emails in relation to
doctor certificates.
Absences due to sports: Absences due to sports are only accepted in the case where the student is
representing the college in a competition. Documentary evidence of this will be required. Absences for
training are not permitted. You must still inform the lecturer during the focus/tutorial session following
the absence. Please do not send emails in relation to matches.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
The following are grade descriptors:
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 39
BED Year 2
Grade
Descriptor
A
Excellent
A comprehensive, focused and concise response to the assessment items, consistently
demonstrating
• an extensive and detailed knowledge of the mathematics content
• an extensive and detailed knowledge of the mathematics pedagogy
• an extensive and detailed knowledge of childrens’ potential misconceptions and errors
• extensive evidence of application of knowledge from required course readings
B
Very Good A thorough and well organised response to the assessment items,
demonstrating
• a broad knowledge of the mathematics content
• a broad knowledge of the mathematics pedagogy
• a broad knowledge of childrens’ potential misconceptions and errors
• substantial evidence of application of knowledge from required course readings
C
Good An adequate and competent response to the assessment items, demonstrating
• adequate but not complete knowledge of the mathematics content
• adequate but not complete knowledge of the mathematics pedagogy
• gaps and misconceptions relating to some important mathematics content and/or
pedagogical knowledge
• adequate knowledge of childrens’ potential misconceptions and errors
• some evidence of application of knowledge from required course readings
D
Satisfactory An acceptable response to the assessment items with
• basic grasp of the mathematics content knowledge, somewhat lacking in breadth and
depth
• basic grasp of the mathematics pedagogy, somewhat lacking in breadth and depth
• gaps and misconceptions relating to some important mathematics content and/or
pedagogical knowledge
• basic knowledge of childrens’ potential misconceptions and errors
• minimal evidence of application of knowledge from required course readings
F
Unacceptable A response to the assessment items which is unacceptable, with
• a failure to demonstrate adequate knowledge of the mathematics content
• a failure to demonstrate adequate knowledge of the mathematics pedagogy
• a failure to demonstrate basic knowledge of childrens’ potential misconceptions and
errors
• no evidence of application of knowledge from required course readings
STAFF:
Name
Title
Dr
Aisling
Leavy
Dr
Mairéad
Lecturer in
Mathematics
Education
Lecturer in
Mathematics
Office
Hours
Monday
11:30-12:30
Monday
11:30-12:30
Office
Telephone Email
R124
061 204978
Foundation
Building
R123
061 204504
Foundation
Aisling.Leavy@mic.ul.ie
Mairead.Hourigan@mic.ul.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 40
BED Year 2
Hourigan
Ms.
Maura
Walsh
Claire
Carroll
Education
Tutor in
Mathematics
Education
Tutor in
Mathematics
Education
Building
By appointment
Maura.Walsh@mic.ul.ie
By appointment
Claire.Carroll@mic.ul.ie
READING LIST:
Readings are aligned with course topics and are sourced from the course textbook. It is important to note
that the readings supplement the course content and provide background on the mathematical topics.
However, the readings are not a substitute for attendance at lectures.
For this and subsequent mathematics education courses, there is one required core text which will support
your learning. Required readings from the Van De Walle textbook will be assigned by the lecturer at the
relevant lecture and/or listed in the relevant lecture notes. This text is available in the 4 hour loan and
general lending sections of the library and may be purchased from O’Mahoney’s, the student’s union
bookshop or a variety of online sources (www.bookdepository.co.uk and www.amazon.co.uk). A number of
articles from practitioner journals are also mandatory reading. Full details are below. These readings are
available through the library.
Core textbook and curriculum readings
Van De Walle , J., Karp, K.S. & Bay-Williams, J. (2013). Elementary and Middle School Mathematics: Teaching
Developmentally. International Edition. Boston: Pearson /Allyn and Bacon.
 Chapter 19: Developing Measurement Concepts.
You may choose to refer to these to develop your own mathematical content knowledge relating to
measures:



Chapter 15: Developing Fraction Concepts.
Chapter 16: Developing Strategies for Fraction Computation.
Chapter 17: Developing Concepts of Decimals and Percents.
Government of Ireland (1999). Mathematics: Primary School Curriculum. The Stationery Office. Personal
copy of curriculum handbook (also available from library).
Government of Ireland (1999). Mathematics: Teacher Guidelines. The Stationery Office. Personal copy of
curriculum handbook (also available from library) p. 30- 65.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 41
BED Year 2
Practitioner readings
Rozanski, K.D., Beckmann, C.A. & Thompson, D.R. (2003). Exploring Size with the Grouchy Ladybug. Teaching
Children Mathematics, October, 84-89.
Lubinski, C. A., & Thiessen, D. (1996). Exploring measurement through literature. Teaching Children
Mathematics, 2, 260–263.
Tyminski, A. M., Weilbacher, M., Lenburg, N., & Brown, C. (2008, August). Ladybugs and lengths: Beginning
measurement. Teaching Children Mathematics, 15, 34-37.
Kurz, Terri L. (2012). A Super Way to Soak in Linear Measurement. Teaching Children Mathematics, 536–41.
Hoekstra, K. (2009). Problem Solvers. A Greener Greendale. Teaching Children Mathematics, October,
Volume 16, Issue 3, Page 140-143.
Morrig et al. (2010). Problem Solvers: Solutions. A Greener Greendale. Teaching Children Mathematics,
Volume 17, Issue 3, Page 129-131.
Nitabach, E. & Lehrer, R. (1996). Developing Spatial Sense through Area Measurement. Teaching Children
Mathematics, April, 473-476.
Casa, Spinelli & Gavin (2006). This about covers it! Strategies for finding Area. Teaching Children
Mathematics, October, 168-173.
Carmody, H.G. (2010). Water Bottle Designs and Measures. Mathematics Teaching in the Middle School,
16(5), 272-280).
Reynolds, A. and Grayson, W.H. (1997). Third-Grade students engage in a Playground Measuring. Teaching
Children Mathematics, 4, 199-170.
Richardson, K.M. (2004). Designing Math Trails for the Elementary School. Teaching Children Mathematics,
August, 8-14.
Greenes, Cavanagh, Tsankova & Glanfield (2012). Can we cross the street in time? Mathematics Teaching in
the Middle School, 19(2), 86-93.
Dixon, J.K. (2006). Tracking Time. Representing Elapsed Time on an Open Number Line. Teaching Children
Mathematics, August, 18-24.
Reys R., Reys, R. and Reys, B. (2013). Quick Reads: Sport Courts and Fields: A Context for Estimation and
Tessellation. Mathematics Teaching in the Middle School, 18(9), 566-570
Lecturers may make notes available relating to weekly lectures in both components of the course. These
notes are intended as a brief overview of the content covered during the session; they are not intended as a
summary of the lecture nor are they intended as a substitute for attendance at lectures (attendance is a
requirement). Hence, you are advised to take detailed notes during all lectures. These notes are available to
all students via moodle.
URL:
Moodle.mic.ul.ie
Access Key:
polya
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 42
BED Year 2
Module EDU 254 – Social Studies - Teaching History and Geography in Primary Schools
Autumn Semester 2015
Bachelor of Education 2; Bachelor of Education in Education & Psychology 2
INTRODUCTION:
Geography and History are exciting, relevant and invigorating subject areas which are important for
teachers’ personal and professional development. This course develops student teachers’ confidence,
knowledge and skills to enable them to teach geography and history in primary schools in line with the
requirements of the Primary School Curriculum (DES/NCCA, 1999). The course aims to engage students
critically with core aspects of geography and history through practical workshops, critical reflection, online
learning and field studies. Ultimately, the course will model high quality geography and history teaching both
for student teachers and for primary children.
The course will cover a range of theoretical and practical issues in teaching primary history and geography,
informed by current trends from international, national and local research. This will include teaching literacy
and numeracy through history and geography; implications of new guidelines for early childhood education;
long term and short term planning; use of a range of assessment approaches, creative approaches, learning
from previous experiences as learners of history and geography and enquiry-based learning.
LEARNING OUTCOMES:
On successful completion of the module, the students will acquire learning at different levels:
Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation






Understand and be able to critique the content and structure of the history and geography
curriculum in the context of school placement, personal experiences and research;
understand the relationship between content and process in the context of teaching history and
geography;
become familiar with the constructivist theories of learning appropriate to primary teaching;
develop their pedagogical content knowledge and subject matter knowledge in history and
geography;
become familiar with resources for teaching history and geography;
become familiar with the important role history and geography lessons have in developing the
children’s literacy and numeracy skills.
Affective: Attitude and Values

realise the important potential contribution of history and geography to the lifelong
development of the person;
 appreciate the child-centred philosophy and learning principles of the revised curriculum and how
they can be enacted through the teaching of history and geography;
 have an opportunity to discuss and reflect upon their initial experiences of teaching history and
geography.
Psychomotor: Skills, Capabilities and Experience
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
 engage in practical activities that promote the skills of working as a historian and working as a
geographer;
 practice and evaluate some methodologies in the classroom, as part of their school placement;
 design and utilise some resources for teaching history and geography while on school placement.
Research


value the concept of ‘Assessment for Learning’ and become familiar with different assessment
methodologies to promote a deep level of thinking and understanding in primary history and
geography;
conduct research in a classroom context.
MODULE CONTENT:
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
This schedule applies to groups 1, 2, 3, 4, and 5 only
Lectures/Tutorials
Week
1
2
3
4
5
Lecture/Tutorial
Topic
Lecture:
Primary Assessment procedures
History
Introduction to Module EDU 254
Teaching of History in the Primary school – an
overview
Tutorial: Primary Using the college campus as a site for learning
Geography
geography
Lecture:
Primary The Geographical World of the Child.
Geography
Lecturer
Dr.
Eileen
Sullivan
Tutorial:
History
Dr.
Eileen
Sullivan
O’
Dr.
Eileen
Sullivan
O’
Lecture:
History
Primary Introduction to Photo Voice as a technique for
teaching History/
Recording old buildings
Primary History in the Constructivist Classroom
O’
Dr. Anne Dolan
Dr. Anne Dolan
Tutorial: Primary Enquiry based learning
Geography
Lecture:
Primary Enquiry based approaches to teaching the
Geography
geography curriculum
Dr. Anne Dolan
Tutorial:
History
Lecture:
History
Dr.
Eileen
Sullivan
Dr.
Eileen
Sullivan
Primary Using Visual Evidence in Station Teaching in
History
Primary Building deeper historical understanding
Dr. Anne Dolan
O’
O’
Approaches and Methodologies in History
6
Tutorial: Primary Teaching (Overview)
Geography
Mapping and graphicacy
Lecture:
Primary Teaching Literacy and Numeracy through
Geography
Geography
Dr. Anne Dolan
Dr. Anne Dolan
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
7
8
9
10
11
12
Tutorial:
History
Lecture:
History
Primary Visit to King John’s Castle/Hunt Museum
Primary Using the Local Environment in the teaching of
History
Dr.
Eileen
Sullivan
Dr.
Eileen
Sullivan
O’
O’
Tutorial: Primary Working as tourism agents for Limerick City
Geography
Dr. Anne Dolan
Lecture:
Primary No lecture due to bank holiday
Geography
Dr. Anne Dolan
Tutorial:
History
Primary Visit to King John’s Castle/Hunt Museum
Dr.
Eileen
Sullivan
O’
Lecture:
History
Primary Structure and content of the history curriculum
Dr.
Eileen
Sullivan
O’
Tutorial: Primary Working with a geographical topic
Geography
Lecture:
Primary Local Geography
Geography
Dr. Anne Dolan
Tutorial:
History
Lecture:
History
Dr.
Eileen
Sullivan
Dr.
Eileen
Sullivan
Primary Using Narrative texts in History Teaching
Primary Effective Planning for a History Lesson
Dr. Anne Dolan
O’
O’
Tutorial: Primary Education for Sustainability
Geography
Lecture:
Primary Geography and the Environment
Geography
Dr. Anne Dolan
Tutorial:
History
Dr.
Eileen
Sullivan
Primary Planning for School Placement 3 –mixed class
setting
Dr. Anne Dolan
Faculty of Education, MIC – B.Ed. 2 Handbook
O’
Page 45
BED Year 2
This schedule applies to groups 6 and 7 students only
Week
1
2
3
4
5
6
7
8
9
Lecture/Tutorial
Topic
Lecturer
Lecture:
History
Primary Introduction to Module EDU 254
Assessment procedures
Teaching of History in the primary school – an
overview
Dr.
Eileen
Sullivan
O’
Tutorial:
History
Primary Introduction to Photo Voice as a technique for
teaching History/
Recording old buildings
Primary The Geographical World of the Child
Dr.
Eileen
Sullivan
O’
Lecture:
Geography
Dr. Anne Dolan
Tutorial: Primary Using the college campus to teach geography
Geography
Lecture:
Primary History in the Constructivist Classroom
History
Dr. Anne Dolan
Dr.
Eileen
Sullivan
O’
Tutorial:
History
Dr.
Eileen
Sullivan
O’
Primary Using Visual Evidence in Station Teaching in
History
Lecture:
Primary Enquiry based approaches to teaching
Geography
geography
Dr. Anne Dolan
Tutorial: Primary Enquiry based teaching
Geography
Lecture:
Primary Building deeper historical understanding
History
Approaches and Methodologies in History
Teaching (Overview)
Dr. Anne Dolan
Tutorial: Primary Visit to King John’s Castle/Hunt Museum
History
Lecture:
Primary Teaching Literacy and numeracy through
Geography
geography
Dr.
Eileen
O’
Sullivan
Dr. Anne Dolan
Tutorial: Primary Mapping and graphicacy
Geography
Lecture:
Primary Using the Local Environment in the teaching of
History
History
Dr. Anne Dolan
Tutorial: Primary Visit to King John’s Castle/Hunt Museum
History
Lecture:
Primary No lecture due to Bank Holiday
Geography
Dr.
Eileen
O’
Sullivan
Dr. Anne Dolan
Tutorial: Primary Working as a tourism agent for Limerick City
Geography
Lecture:
Primary Structure and content of the history curriculum
History
Tutorial: Primary Using Narrative texts in History Teaching
History
Dr. Anne Dolan
Dr.
Eileen
Sullivan
O’
Dr.
Eileen
Sullivan
Dr.
Eileen
Sullivan
Dr.
Eileen
Sullivan
Faculty of Education, MIC – B.Ed. 2 Handbook
O’
O’
O’
Page 46
BED Year 2
10
11
12
Lecture:
Primary Local geography
Geography
Dr. Anne Dolan
Tutorial: Primary Working with a geographical topic
Geography
Lecture:
Primary Effective Planning for a History Lesson
History
Dr. Anne Dolan
Dr.
Eileen
Sullivan
O’
Tutorial:
History
Dr.
Eileen
Sullivan
O’
Primary Planning for School Placement 3 –mixed class
setting
Lecture:
Primary Geography and the Environment
Geography
Dr. Anne Dolan
Tutorial: Primary Education for Sustainability
Geography
Dr. Anne Dolan
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
MODULE ASSESSMENT:
Coursework: To be submitted to the Education Office in Week 12 – Wednesday 25 November 2015 during
normal office hours.
The assignment will be comprised of two parts (maximum word count of 1,800 words for both parts) and will
be based on the theme of “Teaching History and Geography in the Constructivist Classroom”.
Part A
Essay (50% of marks, maximum 1000 words)
1. Outline the rationale for a constructivist approach, with reference to the history and geography
curriculum. (20% of marks)
2. Supplement your argument with references to readings indicated on Moodle. (10% of marks).
3. Provide your own reflections/observations on how constructivist approaches can be facilitated/adopted,
commenting on examples of the activities you experienced during the course. (20% of marks)
Part B (40% of marks. Maximum 800 words)
Groups 1,3,5 and 7
1.
Design a one hour geography lesson for a mixed class which you can use during SP3. Please ensure
there is evidence of integration with history and literacy. (20% of marks)
2.
This should include examples of interactive methodologies that were examined in lectures and
tutorials. (10% of marks)
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 47
BED Year 2
3.
You are required to design an activity sheet for children to complete as part of this lesson. Please note
this should not be copied from the internet or any other source. Ensure that your activity sheet is colourful,
well designed and includes some visuals or images, if appropriate. The lesson plan should contain a strong
focus on constructivist/enquiry approaches to teaching your geography or history lesson. (10% of marks)
Groups 2, 4, 6 (B. Ed. Students ) and all B. Ed in Education and Psychology students
1.
Design a one hour history lesson for a mixed class which you can use during SP3. Please ensure there is
evidence of integration with geography and literacy.(20% of marks).
2.
This should include examples of interactive methodologies that were examined in lectures and
tutorials. (10% of marks)
3.
You are required to design an activity sheet for children to complete as part of this lesson. Please note
this should not be copied from the internet or any other source. Ensure that your activity sheet is colourful,
well designed and includes some visuals or images, if appropriate. The lesson plan should contain a strong
focus on constructivist/enquiry approaches to teaching your geography or history lesson. (10% of marks)
Full attendance at lectures is a requirement of this course. Up to 10% of the marks allocated for the area
may be deducted for unsatisfactory attendance/participation. Lecturers reserve the right to refuse to accept
coursework from students whose attendance is deemed to be unsatisfactory. A record of attendance will be
taken at each lecture/tutorial.
Repeat Examination (Annual repeats, August 2016): Coursework
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
FEEDBACK:
A group feedback session will be offered to students in Spring Semester.
If, after attending the group feedback session, a student wishes to seek further clarification, they will be
advised on specific times when they can meet with the relevant lecturer individually.
STAFF:
Name
Title
Office
Telephone
Email
061 204983
anne.dolan@mic.ul.ie
Office Hour/s
Dr.
Dolan
Anne Lecturer,
Primary
Geography
M103
Mount
Building
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 48
BED Year 2
Dr. Eileen O’ Lecturer,
Sullivan
Primary History
N35, Gerard 061-204975
House
eileen.osullivan@mic.ul.ie
READING LIST:
Mandatory Reading
Geography (All documents listed are available on Moodle).
1. Scoffham, S. (2013) Geography and Creativity: Making Connections in Scoffham, S. (Ed). Teaching
Geography Creatively: London: Routledge p1-17
2. Scoffham, S. (2013). Geography and creativity: developing joyful and imaginative learners. Education
3-13, 41(4), 368-381. doi: 10.1080/03004279.2013.819625
3. Dolan, A. (2013) Exploring geography through stories in Scoffham, S. (Ed). Teaching Geography
Creatively: London: Routledge p31-46.
4. Department of Education and Science / National Council for Curriculum and Assessment NCCA
(1999) The Geography Curriculum, Dublin, Stationery Office
5. Department of Education and Science / National Council for Curriculum and Assessment NCCA
(1999) Geography Curriculum – Teacher Guidelines, Dublin, Stationery Office.
(Note: Scoffham, S. (2013). Teaching Geography Creatively: London: Routledge. may be purchased
from O Mahoney’s or Students’ Union Shop).
History (All documents listed are available on Moodle)
1. Department of Education and Science / National Council for Curriculum and Assessment (1999)
Primary School Curriculum: History – Curriculum Statement. Dublin: The Stationery Office.
2. Department of Education and Science / National Council for Curriculum and Assessment (1999)
Primary School Curriculum: History – Teacher Guidelines. Dublin: The Stationery Office.
3. Freidman, W. J. (1982) Conventional time concepts and children’s structuring of time. In W. J.
Freidman (Ed.) The Developmental Psychology of Time, pp. 171-208. New York: Academic Press.
4. O’ Sullivan E. (2012). Learning to ‘Understand Backwards’ in time: Children’s Temporal cognition and
the primary History Curriculum. Educational Studies Association of Ireland Conference, 2012.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 49
BED Year 2
Optional Readings
Geography:
1. Scoffham, S. (2010) (Ed.) Handbook of Primary Geography. The Geographical Association: Sheffield.
2. Dolan, A.M. (2012) Making a connection. Primary Geography. Sheffield: Geographical Association
Vol. 79, (3) pp.16-17.
http://www.geography.org.uk/Journals/Journals.asp?articleID=983
3. Dolan, A.M. (2012) Futures talk over story time. Primary Geography. Sheffield: Geographical
Association Vol. 78, (2) pp.26-17.
http://www.geography.org.uk/Journals/Journals.asp?articleID=970
4. Catling, S and Willy, T. (2008) Achieving QTS Teaching Primary Geography. Exeter: Learning Matters.
5. Martin, F. (2006) Teaching Geography in Primary Schools: Learning to Live in the World
Cambridge: Chris Kington Publishing.
6. Martin, F. and Owens, P (2008) Caring for our World: ESD for 4-8 year olds. Sheffield: Geographical
Association.
History
1. Hodkinson, A. (2003) The usage of subjective temporal phrases within the national curriculum for
history and its schemes of work. Education 3-13: International Journal of Primary, Elementary and
Early Years Education, 31:3, pp. 28-34.
2. Hoodless, P.A. (1996) Time and Timelines in the Primary School, Teaching of History Series No. 69.
London: Historical Association.
3. Hoodless, P. A. (2002) An investigation into children’s developing awareness of time and chronology
in story. Journal of Curriculum Studies, 34: 2, pp. 173-200.
4. Jahoda, G. (1963) Children’s concept of time and history. Educational Review, 15 (287): pp. 87-104.
5. Levstik, L. S. and Pappas, C. C. (1987) Exploring the development of historical understanding, Journal
of Research and Development in Education, 21(1), pp. 1-15.
6. Virta, A. (2002) Becoming a history teacher: Observations on the beliefs and growth of student
teachers, Teaching and Teacher Education, 18(6) pp. 687- 698.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 50
BED Year 2
Module EDU 205
Title Christian Religious Education (CRE) 1
Autumn Semester, 2015-2016
Bachelor of Education (Yr 2/3): Bachelor of Education in Education & Psychology (Yr.
2/3)
INTRODUCTION:
This module will prepare students to teach Religious Education in Christian primary schools in Ireland.
It will overview the nature and purpose of Christian Religious Education and introduce students to
Christian Religious Education programmes and methodologies (Junior Infants to Second Class) used in
Irish Primary Schools.
LEARNING OUTCOMES:
On successful completion of this module, students will be able to:
 Understand the nature and purpose of Christian Religious Education (CRE)
 Identify some main teachings, liturgical seasons and festivals in the Christian tradition
 Critique methodologies for CRE in the Grow in Love and Follow Me programmes
 Analyse Thomas Groome’s Shared Christian Praxis as a key pedagogy of CRE
 Understand the importance of sacred story, prayer, meditation and social justice within CRE.
MODULE CONTENT:
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
Week 1
Lecture 1: Introduction to Christian RE
Tutorial 1: Christian RE in Ireland
Week 2
Tutorial 2 The National RE Curriculum in
Catholic Primary Schools
Week 3
Lecture 2: Christianity and Religious Education
(Bishop Brendan Leahy)
Tutorial 3 Grow in Love 2015
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 51
BED Year 2
Week 4
Lecture 3: Meditating with Children, (Noel
Keating Coordinator Christian Meditation
Ireland )
Tutorial 4: Praying with Children
Week 5
Lecture 4: Tom Groome’s Shared Christian
Praxis
Tutorial 5: Exploring Bible Stories with Children
Week 6
Lecture 5: Sacred Space and Prayer
Tutorial 6: Field work
Week
Lecture 6: Protestant Schools and the Follow
Me Programme
Week 8
Lecture 7: Planning for Successful Christian RE
Week 9
Lecture 8: Teaching children about key
doctrines of the Christian Faith
Week 10
Lecture 9: Social Justice and Christian RE Ruby Bridges
Lecture 10: Preparing for School Placement
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK:
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 52
BED Year 2
Contact lecturer through e-mail and/or weekly drop- in session in lecturers office(LG 9) on Monday from
11.30 to 1.00.
ASSESSMENT:
Portfolio 100% 1,500 to 1,800 words.
Coursework to be handed into Education Office in Week 11, 17th November.
Repeat assessment: Course work 100% 1,500- 1,800 words.
All A Grades: Exceptional degree of familiarity with and comprehension of key concepts, theorists,
programmes and methodologies. Portfolio exhibits excellent evidence of appreciation of the complexity of
CRE and students’ work is imaginative and analytical in a manner which integrates key concepts and
methodologies with students’ own personal, professional and academic experience. Evidence of sustained,
personal and informed critical response to assessment task.
All B Grades: High degree of familiarity with and comprehension of key concepts, theorists, programmes and
methodologies. Portfolio provides very good evidence of students’ appreciation of the complexity of
questions posed in CRE and students’ work is nuanced, well-articulated, structured and expressed. Portfolio
exhibits evidence of sustained personal and informed critical response to assessment task.
All C Grades: Familiarity with and comprehension of some key CRE concepts, theorists, programmes
and methodologies. Portfolio provides some evidence of independent reading. Students’ personal opinion is
sometimes substantiated by reference to CRE literature. Some evidence of critical response to assessment
task.
All D Grades: Basic recall of some general ideas presented during lectures/tutorials and in the required
reading. Students’ portfolio provides evidence of reading of a small number of set texts and basic attempt is
made to express personal response to ideas, theorists, programmes and methodologies. Portfolio narrates
some relevant ideas pertinent to the assessment task.
All F Grades: Unfamiliarity with and misunderstanding of key concepts, theorists , programmes and
methodologies. Little or no evidence of independent research and reading. Failure to complete or respond
to the set assessment task. No evidence of sustained personal or critical response to questions posed.
STAFF:
Name
Patricia
Kieran
Title
Dr.
Contact
11.30-1.00
Mondays
LG8
Office
LG8
Telephone
061 204965
Email
Patricia.kieran@mic.ul.ie
READING LIST:
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 53
BED Year 2
Core Texts:
Mahon, E., & O’Connell, D. (2015) Grow in Love Junior Infants and Senior Infants, Dublin: Veritas
Publications.
Hyland, M., Series Editor.(1996—2005) The Alive-O Programme/ Beo Go Deo, Dublin: Veritas.
Wilkinson, J. Series Editor. (2002-10) Follow Me Series - Stepping Out!, Moving on! Log On!, On Line!,
Follow me Series Dublin.
Supplementary reading:
Congregation for Catholic Education. (2013) Education to Intercultural Dialogue in Catholic Schools.
Groome, Thomas H. Will There Be Faith? Dublin, Veritas, 2011. Chapter 9 “Life to Faith to Life: The
Movements, Putting the Approach to Work”, 299-338.
Groome, T.H. (1980) Christian Religious Education: Sharing our Story and Vision, San Francisco: Harper &
Row.
Hession, A. (2015) Catholic Primary RE in a Pluralist Environment, Dublin: Veritas.
John Paul II. (1994) Catechism of the Catholic Church, Dublin: Veritas.
Kieran, P. & Hession, A. (2008) Exploring Religious Education: Catholic Religious Education in an Intercultural
Europe, Dublin: Veritas.
Renehan, C. (2014) Openness with Roots: Education in Religion in Irish Primary Schools. Netherlands:
Springer.
Irish Bishops’ Conference. (2010) Share the Good News: National Directory for Catechesis, Dublin: Veritas.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 54
BED Year 2
Module EDU206
Multi-Denominational Religious Education (MDRE)
Autumn Semester, 2015-2016
Bachelor of Education (Yr 2): Bachelor of Education in Education & Psychology (Yr. 2)
INTRODUCTION:
This module is designed to provide students with an understanding of the historical background,
philosophical rationale and methodological approaches of Religious Education programmes used to
teach in Multi‐denominational schools in Ireland. Learners will critically evaluate a range of teaching
and learning strategies which acknowledge and promote respect for a range of religious and
convictional (atheist, humanist, secular etc.) world views.
LEARNING OUTCOMES:
On successful completion of this module, students will be able to:
 Demonstrate an understanding of the complex nature, history and purpose of Multidenominational Religious Education
 Comprehend and evaluate the different programmes used to teach Ethical Education and
Religious Education in Multi-denominational schools
 Appreciate and evaluate a variety of approaches and methodologies which foster an inclusive
approach to teaching and learning from and about religions and beliefs in equality based
schools
 Appreciate the challenges inherent in multi-denominational education and celebrate
difference within the context of human rights
MODULE CONTENT:
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
WEEK
1
2
TITLE/CONTENT/AREAS
No lectures
Introduction to the module
Background to Educate Together
3
Development of Learn Together Curriculum
4
Intercultural Education
Challenges facing Multi-denominational Education
5
Moral and Spiritual Strand
6
- Junior and Senior Infants
- First and Second Class
Moral and Spiritual Strand
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 55
BED Year 2
7
- Third and Fourth Class
- Fifth and sixth Class
Current Issues in Multi-denominational Education
8
9
Reading week – no lectures
Equality and Justice Strand:
10
- Junior and Senior Infants
- First and Second Class
Equality and Justice Strand
11
- Third and Fourth Class
- Fifth and sixth Class
Planning for MDRE
12
Community National Schools
Goodness Me Goodness You Programme
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK:
The module lecturer will be available via email and at the end of each lecture for informal feedback and
assistance regarding the requirements of the module.
ASSESSMENT:
Portfolio 100% 1,500 to 1,800 words.
Coursework to be handed into Education Office in Week 11, 17th November.
Repeat assessment: Course work 100% 1,500- 1,800 words.
All A Grades: Exceptional degree of familiarity with and comprehension of key concepts, theorists,
programmes and methodologies. Portfolio exhibits excellent evidence of appreciation of the complexity of
MDRE and students’ work is imaginative and analytical in a manner which integrates key concepts and
methodologies with students’ own personal, professional and academic experience. Evidence of sustained,
personal and informed critical response to assessment task.
All B Grades: High degree of familiarity with and comprehension of key concepts, theorists, programmes and
methodologies. Portfolio provides very good evidence of students’ appreciation of the complexity of
questions posed in MDRE and students’ work is nuanced, well-articulated, structured and expressed.
Portfolio exhibits evidence of sustained personal and informed critical response to assessment task.
All C Grades: Familiarity with and comprehension of some key MDRE concepts, theorists, programmes
and methodologies. Portfolio provides some evidence of independent reading. Students’ personal opinion is
sometimes substantiated by reference to MDRE literature. Some evidence of critical response to assessment
task.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 56
BED Year 2
All D Grades: Basic recall of some general ideas presented during lectures/tutorials and in the required
reading. Students’ portfolio provides evidence of reading of a small number of set texts and basic attempt is
made to express personal response to ideas, theorists, programmes and methodologies. Portfolio narrates
some relevant ideas pertinent to the assessment task.
All F Grades: Unfamiliarity with and misunderstanding of key concepts, theorists, programmes and
methodologies. Little or no evidence of independent research and reading. Failure to complete or respond
to the set assessment task. No evidence of sustained personal or critical response to questions posed.
STAFF:
Name
Lorraine
Cullivan
Patricia
Kieran
Title
Ms.
Contact
Office
n/a
Telephone
n/a
Dr.
11.30-1.00
Mondays
LG8
LG8
061 204965
Email
Lorraine.cullivan3@mail.d
cu.ie
Patricia.kieran@mic.ul.ie
READING LIST:
Key Sources
1. Educate Together. (2004) Learn Together: Ethical Education Curriculum, Dublin: Educate
Together.
2. Moloney, C. (2011) Goodness Me Goodness You: Religion Programme, Dublin: VEC.
Supplementary sources
1. Dermody, A., Ward, F. and Kelly, E. (2010) Signposts: Lessons for Living, Dublin: Original
writing.
2. DeVries, R. and Zan, B. (1994) Moral Classrooms, Moral Children, New York: Teachers
College Press.
3. Freire, P. (1972) Pedagogy of the Oppressed, London: Sheed and Ward.
4. Hyland, A. (June 2010) ‘The Patronage of Primary Schools’ , Education Matters
5. Keast, J. (ed).( 2007) Religious Diversity and Intercultural Education: A Reference Book for
Schools, Strasbourg: Council of Europe Publishing.
6. Lipman, M. (1998) Philosophy goes to School, US: Temple University Press.
7. Lipman, M. (2003) Thinking in Education, Cambridge: University Press.
8. Mc Gowan, D .(ed). (2007) Parenting Beyond Belief: on Raising Caring Ethical Kids without
Religion. New York: Amacon.
9. NCCA (2005) Intercultural Education in the Primary School, Dublin: Department of Education
and Science.
10. Palmer, P. J. (1999) The Active Life: A Spirituality of Work, Creativity, and Caring, San
Francisco, Calif.: Jossey-Bass.
11. Sandel, M. J. (2009) Justice: What's the Right Thing to Do? 1st ed. New York: Farrar, Straus
and Giroux.
12. Wright, A. (2000) Spirituality and Education Master Classes in Education Series, London:
Routledge Falmer.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 57
BED Year 2
Module EDU/EDE 207
Social, Personal, Health, & Physical Education 1
Autumn Semester, 2015-2016
Bachelor of Education (Yr 2): Bachelor of Education in Education & Psychology (Yr 2)
INTRODUCTION:
This module will support students’ learning to teach PE and SPHE in primary schools.
LEARNING OUTCOMES:
On successful completion of this module, students will be able to:
 Demonstrate knowledge and understanding of the theory, concepts and methods pertaining to the
effective teaching, learning and assessment of PE and SPHE
 Identify and implement key teaching strategies for PE and SPHE
 Reflect critically on his/her practice on an on-going basis so as to inform that practice
 Demonstrate appreciation of the importance and value of PE and SPHE in the Primary School as part of
the holistic development of children
 Foster good relationships with and among pupils based on mutual respect and trust and meaningful
interactions.
 Demonstrate ability to embrace and use the diverse range of skills required for the implementation of
PE and SPHE
 Plan coherent, differentiated and integrated teaching programmes in PE and SPHE within a safe,
interactive and challenging environment using strategies that promote and maintain positive
behaviour, in accordance with school policy
MODULE CONTENT:
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
WEEK
1
2
3
4
5
6
7
8
9
10
11
12
WEEK
1
2
3
4
5
6
TITLE/CONTENT/AREAS: PE
Introduction to Primary PE;
PE pedagogy explored through Games;
PE pedagogy explored through Games;
Games Peer-teaching;
PE pedagogy explored through Gymnastics;
PE pedagogy explored through Gymnastics;
Examining the Aquatics strand;
PE pedagogy explored through Gymnastics;
PE pedagogy explored through Dance;
PE pedagogy explored through Dance;
PE pedagogy explored through Dance;
School Placement Preparation;
TITLE/CONTENT/AREAS: SPHE
Introduction to SPHE
The Health Promoting School
Lifestyle: Nutrition/Food Safety
Lifestyle: Nutrition/Food Poverty/Food Waste
Lifestyle: Importance of Exercise
Child Safety: Road/Water/Fire
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 58
BED Year 2
7
8
9
10
11
12
Child Safety: Child Protection Guidelines/Anti-Bullying
Child Safety: Cyber Safety
Citizenship Education: Active Citizenship/Green Schools
Citizenship Education: Development Education
Citizenship Education: Human Rights Education
School Placement Preparation: Teaching SPHE in mixed class settings
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK:
Generic group feedback will be provided at the beginning of Semester 4. Individual feedback on assessments
is available to all students. Please make an appointment via email
ATTENDANCE:
Because of the practical and experiential nature of the classes provided as part of module EDU 207,
attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the
module.
Absence from four (4) or more hours of class across the entire module, without appropriate certification
(Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole
module. Failing the module will result in it having to be retaken at annual repeats in August 2016.
It is the responsibility of the student to ensure that all certificates concerning absences are presented to the
class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be
accounted for.
An additional rule exists concerning attendance at PE classes, whereby students who miss two classes may
not be allowed out on school placement.
ASSESSMENT:
Format: Course workbook.
Weighting: PE 66%; SPHE 34%
Grade Descriptors & Assessment Criteria:
A grading rubric is provided on a separate document. This can be accessed in the Course Outline and
Assessment Folder within the PE and SPHE sections on Moodle
Submission date: Class time in Week 12.
 A hard copy of the PE portion should be submitted to Tailteann Reception
 A hard copy of the SPHE portion should be submitted to the SPHE lecturer
 Electronic versions must be submitted via Turnitin links on the PE and SPHE sections on
Moodle
Repeat assessment: Written exam.
 Two PE questions, answer 1
 Two SPHE questions, answer 1
All assignments must be submitted with the appropriate cover sheet
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 59
BED Year 2
STAFF:
Name
Richard
Bowles
Ruth
Rafferty
Mary Corry
Aoife
O’Rourke
Tim
Moloney
Brighid
Golden
Title
Dr
Dr
Contact
Email for an
appointment
Email for an
appointment
Email for an
appointment
Email for an
appointment
Email for an
appointment
Email for an
appointment
Office
G49
Telephone
Ext 4912
Email
richard.bowles@mic.ul.ie
R109
Ext 4569
ruth.rafferty@mic.ul.ie
Mary.corry@mic.ul.ie
Aoife.orourke@mic.ul.ie
tim.moloney@mic.ul.ie
R222
Ext 4991
brighid.golden@mic.ul.ie
READING LIST:
Core Texts:
1. Government of Ireland.1999. Primary School Curriculum: Physical Education. Dublin: The Stationery
Office.
2. Government of Ireland. 1999. Primary School Teacher Guidelines: Physical Education. Dublin: The
Stationery Office.
3. Government of Ireland (1999). Primary School Curriculum: Social, Personal and Health Education.
Dublin: The Stationery Office.
4. Government of Ireland (1999). Primary School Teacher Guidelines: Social, Personal and Health
Education. Dublin: The Stationery Office.
5. Graham, G. 2001. Teaching Children Physical Education: Becoming a Master Teacher. 2nd ed.
Champaign IL: Human Kinetics.
6. Ryan, P., Mannix McNamara, P. and Deasy, C. (2006). Health Promotion in Ireland, Dublin: Gill and
McMillan.
7. Economic and Social Research Institute (2013). Growing up in Ireland: National Longitudinal Study of
children. Dublin: ESRI.
Supplementary Texts:
1. Gallahue, David L. 2003. Developmental Physical Education for All Children. Champaign, IL: Human
Kinetics.
2. Graham, G., Holt-Hale, S.A., & Parker M. (2004) Children moving: A Reflective Approach to Teaching
Physical Education Boston: McGraw Hill
3. Pickup, I. and Price, L. 2007. Teaching PE in the Primary School. London: Continuum.
4. Naidoo, J. and Wills, J. (2000). Health Promotion: Foundations for Practice. London: Balliere Tindall.
5. Mosely, J. (2000). Quality Circle Time in the Primary Classroom. Cambridge: LDA.
6. Westwood, P. (2011). Commonsense Methods for Children with Special Educational Needs. London:
Routledge.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 60
BED Year 2
EDU208
Inclusive Education for Children with Special Educational Needs (SEN) 1
Autumn Semester 2015-2016
Bachelor of Education 2
INTRODUCTION:
This module presents the child with special educational needs (SEN) as being first and foremost a child and
explores how the classroom teacher can use developmentally appropriate evidence-based practices to
support children with SEN in the inclusive classroom. This is the first of two discreet modules in Inclusive
Education for Children with SEN in the B.Ed. Programme. These discreet modules form part of a dual
approach (discreet modules and permeated modules) to enable children with SEN receive an appropriate
inclusive education that is needs and outcomes-based.
LEARNING OUTCOMES:
On completion of this module, students will be able to:
 demonstrate critical engagement with contemporary educational issues pertaining to inclusive
education for children with SEN in the primary school
 explore and reflect on personal attitudes, values and beliefs in education
 identify indicators that might suggest a child has a special educational need
 use developmentally appropriate evidence-based differentiation strategies to support children
with SEN in the inclusive classroom
 give examples of the enabling role of ICT and assistive technology in supporting differentiated
instruction
 suggest ways of engaging responsively with parents of children with SEN
 understand the importance of valuing the inclusion of children with SEN in the mainstream
primary classroom
MODULE CONTENT:
This module will be delivered in the form of two lectures each week and three two-hour tutorials.
Week
1a
Lecture A
Course Outline and
Assessment
Inclusive Education
2a
3a
4a
5a
1b
Lecture B
Legislation and Policy
Inclusive Education for Children
with SEN
2b
Language of Inclusion
Inclusive Education and
Universal Design for Learning
(UDL)
The Inclusive Classroom
Teacher
3b
Continuum of Support
4b
Active Student Responding
Differentiation 1
5b
Differentiation 2
T1A
T1B
Tutorials/IL
Cooperative
Learning
Cooperative
Learning
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 61
BED Year 2
6a
Social Skills Development 1
6b
Social Skills Development 2
7a
ICT in the Inclusive Classroom
7b
Mathematics 1
8a
Bank Holiday
8b
Mathematics 2
T2A
9a
Speech, Language &
Communication 1
9b
Speech, Language &
Communication 2
T2B
10a
School Placement
10b
Early Years Inclusion
T3A
11a
Parent-Teacher Collaboration
11b
Positive Behavioural Support
T3B
12a
Inclusive Education in Mary
Immaculate College
12b
Special Education Support
Services in Ireland
14/15
GRADUATION
UDL,
Differentiation &
Mathematics
UDL,
Differentiation &
Mathematics
UDL,
Differentiation &
Oral Language
UDL,
Differentiation &
Oral Language
EXAM
NB: For safety and logistical reasons you are requested to attend lectures only at the time and in the groups
indicated on the Timetable.
MODULE ASSESSMENT:
An Exam (100%) in the form of Multiple Choice Questions (50%) and Short Questions (30%) and one Case
Study Question (20%) will be scheduled on a date and in a location during Week 14 or 15. Further exam
guidelines will be communicated in lectures in Week 12.
The Repeat Exam is the same format as the Exam.
You are advised to plan and prepare for the assessments by attending all lectures, keeping detailed and
organised notes and reading materials as requested.
NB: All exam information will be conveyed by means of this Course Outline and any announcements made to
the entire cohort. Please note that in the interest of equity no communication about exams will be entered
into by any course lecturer with individual students.
Attendance will be taken in various classes throughout the semester. Up to 10% of marks available may be
deducted at the discretion of the course tutor for poor attendance/participation.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning honesty.
Grade Descriptors
A1
Exceptional - consistently and notably meets criteria
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 62
BED Year 2
A2
B1
Excellent, but not exceptional–usually and extensively meets criteria
Very good analysis and understanding–regularly and competently meets
criteria
Good analysis and understanding–regularly and competently meets criteria
Satisfactory analysis and understanding–frequently and adequately meets
criteria
Knowledgeable, but generally un-analytical–adequately meets criteria
Reasonably knowledge and understanding–occasionally meets criteria
Limited knowledge and understanding–minimally meets criteria
Without most of the above
Without any of the above
Severely incomplete or plagiarised
B2
B3
C1
C2
C3
D1
D2
F
Assessment Criteria
To illustrate
 Knowledge and understanding of contemporary educational issues pertaining to
inclusive education for children with SEN in the primary school;
 Knowledge and understanding of how to apply the principles of Universal Design for
Learning (UDL) to educational planning for teaching children with special educational
needs;
 Knowledge and understanding of relevant educational characteristics of children with
special educational needs;
 Knowledge and understanding of teaching implications for relevant educational
characteristics of children with SEN;
 Knowledge and understanding of developmentally appropriate evidence-based
differentiation strategies to support children with SEN in the inclusive classroom;
 Knowledge and understanding of the enabling role of ICT;
 Knowledge and understanding of methods of teaching social and behavioural
strategies to children with special educational needs;
 An appreciation of the value of parental input in teaching children with SEN;
 Knowledge and understanding of how, as a beginning teacher, to work responsively
with parents of children with SEN;
 An appreciation of the value of including children with SEN in the mainstream primary
classroom.
FEEDBACK:
Students will be invited to give feedback on the course in Weeks 5 and 12. In order to support learning,
students will be able to engage in an on-line mid-term Moodle Quiz (which does NOT form part of
assessment) based on lecture content and readings of the entire module and will receive on-line feedback.
Feedback will also be available to students on the terminal exam; please email course co-ordinators for an
appointment.
STAFF:
Name
Title
Office Telephone
Email
Dr. Patricia Daly
Head of
303
patricia.daly@mic.ul.ie
061-204309
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 63
BED Year 2
Department of
Special Education
Anne O’Byrne
(Course
Co-ordinator)
Inclusive Education
for Children with
SEN
N30
061-204389
anne.obyrne@mic.ul.ie
Stella Long
Special Education
N105
061-204580
stella.long@mic.ul.ie
Eucharia McCarthy
Special Education
and Director of the
Curriculum
Development Unit
308
061-204508
eucharia.mccarthy@mic.ul.ie
Dr. Margaret Egan
Special Education
R110
061-204337
margaret.egan@mic.ul.ie
Johanna Fitzgerald
Special Education
N38
061-204517
johanna.fitzgerald@mic.ul.ie
Trevor O’Brien
Special Education
R113
061-204780
trevor.obrien@mic.ul.ie
Dr. Fionnuala
Tynan
Special Education
M107
061-204557
fionnuala.tynan@mic.ul.ie
Marie Ryan
Educational
Psychology
R107
061-204372
marie.ryan@mic.ul.ie
(Course
Co-ordinator)
Students with queries on any aspect of the course are encouraged to email course co-ordinators, Anne
O’Byrne and Stella Long, at anne.obyrne@mic.ul.ie and stella.long@mic.ul.ie Appointments can be made by
email.
READING LIST:
Students are required to purchase the following textbook:
Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O’ Sullivan, S.
(2011) ‘STRANDS’ Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome,
Limerick: CDU.
 Copies of the text may be purchased at the reduced cost of €15 (usual price €35) in An
Siopa, throughout September 2015.
 Six copies of this text will be available in the 4-hour loan section of the Library.
Required Readings: (four)
Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O’ Sullivan, S.
(2011) ‘STRANDS’ Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome.
Limerick: CDU.
 STRAND 2: Inclusive Education: An Overview of Provision
 STRAND 5: Differentiating the Curriculum
 STRAND 7: Developing Speech, Language and Communication Skills
 STRAND 9: Effective Mathematics Instruction
NB: Study Guides will be provided for the four required readings and will be available on Moodle in the
Required Reading Folder.
Supplementary readings (not examinable) will be posted on the Moodle website for EDU208 in the
Supplementary Reading Folder.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 64
BED Year 2
Modúl EDU209 – An Ghaeilge agus Múineadh na Gaeilge 3
Seimeastar an Fhómhair 2015-2016
Baitsiléir an Oideachais 2: Baitsiléir an Oideachais san Oideachas agus sa tSíceolaíocht 2
Sa mhodúl seo cuirtear béim ar chumas labhartha agus scríofa na mac léinn a fheabhsú chun cur ar a
gcumas an Ghaeilge a úsáid mar theanga theagaisc sa bhunscoil. Is í aidhm an mhodúil seo tuiscint a
thabhairt do na mic léinn ar na gnéithe seo a leanas den teanga: an tríú agus an ceathrú díochlaonadh
den ainmfhocal, an chopail ‘is’, ailt a aistriú ó Bhéarla, uimhreacha, ceisteanna agus freagraí,
réamhfhocail ó, trí, um, sa, roimh, foghair na Gaeilge a mhúineadh agus nathanna cainte, maraon le
tuiscint ar fhorbairt na litearthachta Gaeilge mar mar dhara teanga, ar chur chuige cumarsáideach do
mhúineadh na Gaeilge, agus ar an tábhacht a bhaineann le foghraíocht agus gramadach i bhfoghlaim
na Gaeilge i scoileanna T2.
Spreagtar na mic léinn bheith gníomhach sa Ghaeilge gach seachtain i rith an tseimeastair agus dul i
mbun foghlama go neamhspleách sa Ghaeilge.
TORTHAÍ FOGHLAMA:
Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn:







Ardleibhéal líofachta agus cruinnis le foghraíocht chruinn agus foclóir saibhir a léiriú i
labhairt agus i scríobh na Gaeilge
Dul i mbun foghlama sa Ghaeilge go neamhspleách
An Ghaeilge a úsáid mar theanga theagaisc sa seomra ranga bunscoile
Dearcadh dearfach i leith mhúineadh agus fhoghlaim na Gaeilge a chothú agus a léiriú.
Tuiscint a léiriú ar na gnéithe is suntasaí de chur chuige cumarsáideach do mhúineadh na
Gaeilge i scoileanna T2
Straitéisí éifeachtacha do mhúineadh na litearthachta i scoileanna T2 a mheas agus a chur i
bhfeidhm
Tuiscint a léiriú ar bhealaí éifeachtacha chun gramadach, foghraíocht agus fónaic na Gaeilge
a theagasc i scoileanna T2
ÁBHAR AN CHÚRSA (Múineadh na Gaeilge i Scoileanna T2)
Seachtain
1
2
3
4
5
6
7
8
9
10
Fónaic & Foghraíocht na Gaeilge
Gramadach na Gaeilge
Cur chuige cumarsáideach 1
Cur chuige cumarsáideach 2
An suíomh ilrangach 1
An suíomh ilrangach 2
Modh na sraithe
Múineadh na Gramadaí i Scoileanna T2
Straitéisi Foghlama Teanga
Scileanna agus foscileanna na léitheoireachta
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 65
BED Year 2
11
12
Cur chuige na léitheoireachta
Ullmhúchán do Mhúineadh na Gaeilge ar Shocrúchán Scoile 3
An Ghaeilge – Teanga
Seachtain
1
Teanga
Léiriú ar an gclár.
Dul siar ar an ainmfhocal.
An tríú díochlaonadh den ainmfhocal 1.
Labhairt na Gaeilge Téama an Churaclaim – Éadaí 1
Foghraíocht 1
2
An tríú díochlaonadh den ainmfhocal 2.
Labhairt na Gaeilge Téama an Churaclaim – Éadaí 2
Scileanna aistriúcháin
Foghraíocht 2
3
An ceathrú díochlaonadh den ainmfhocal 1.
Labhairt na Gaeilge Téama an Churaclaim – Sa Bhaile 1
Ailt as aistriú ó Bhéarla go Gaeilge
Foghraíocht 3
4
An ceathrú díochlaonadh den ainmfhocal 2.
Labhairt na Gaeilge Téama an Churaclaim – Sa Bhaile 2
An réamhfhocal 1 - ó
Ailt as aistriú ó Bhéarla go Gaeilge
Foghraíocht 4
5
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (1)
An réamhfhocal 2 - trí
Foghraíocht 5
Labhairt na Gaeilge - Cúrsaí Reatha
6
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (2)
Foghraíocht 6
An réamhfhocal 3 - um
Labhairt na Gaeilge - Cúrsaí Reatha
7
Cíoradh ar theanga is urlabhra chun scéalta a mhúineadh sa bhunscoil. (3)
Uimhreacha 1
An réamhfhocal 4 - sa
Labhairt na Gaeilge - Cúrsaí Reatha
8
Uimhreacha 2
An réamhfhocal 5 - roimh
Labhairt na Gaeilge - Cúrsaí Reatha
An teanga chun plean ceachta a scríobh
9
An chopail Is
Ceisteanna agus freagraí 1
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 66
BED Year 2
Labhairt na Gaeilge - Gaeilge neamhfhoirmiúil sa bhunscoil
10
An chopail Is
Ceisteanna agus freagraí 2
Labhairt na Gaeilge - Cúrsaí Reatha
11
Ceisteanna agus freagraí 3
Céimeanna comparáide na haidiachta 1
Labhairt na Gaeilge - Cúrsaí Reatha
12
Céimeranna comparáide na haidiachta 2
Labhairt na Gaeilge - Cúrsaí Reatha
AISEOLAS
Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost.
MEASÚNÚ AN MHODÚIL
Múineadh na Gaeilge T2 - 40%
Scrúdú ag deireadh an tseimeastair. Beidh trí cheist ar an bpáipéar agus ceist amháin le freagairt
(Q3/1) (agus don atriail freisin) do mhúineadh na Gaeilge.
Beidh an scrúdú bunaithe ar ábhar an chúrsa agus ar an ábhar léitheoireachta.
Is i nGaeilge amháin a ghlacfar le freagraí scrúdaithe.
Tógfar tinreamh ranga i rith an tseimeastair.
Teanga – 60%
Scrúdú scríofa ag deireadh an tseimeastair. Dhá cheist le codanna éagsula don teanga.
Atriail: Scrúdú scríofa. Dhá cheist le codanna éagsula don teanga.
Ní mór pas a fháil i Múineadh na Gaeilge agus sa Teanga faoi seach chun pas a fháil sa mhodúil seo.
Tógfar tinreamh ranga i rith an tseimeastair.
FOIREANN TEAGAISC
Ainm
Teideal
Oifig
Fón
Ríomhphost
Seán de Brún
Ceann Roinne
C101
061-204329
sean.debrun@mic.ul.ie
Siobhán
Ní Mhurchú
Léachtóir i
Múineadh na
G61
061-204973
siobhan.nimhurchu@mic.ul.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 67
BED Year 2
Seán
Ó Cathalláin
Éilís Ní Dheá
Roibeard
Ó Cathasaigh
Conchúr Ó
Brolcháin
Martina Ní
Fhátharta
Emily-Anne
Rennison
Seán Ó Floinn
Gaeilge
Léachtóir i
Múineadh na
Gaeilge
Léachtóir
le Gaeilge
Léachtóir
le Gaeilge
Léachtóir
le Gaeilge
Léachtóir
le Gaeilge
Teagascóir
R116
061-204371
sean.ocathallain@mic.ul.ie
G58
061-204359
eilis.nidhea@mic.ul.ie
G16
061-204342
roibeard.ocathasaigh@mic.ul.ie
N101
C102
conchur.obrolchain@mic.ul.ie
061-204555
martina.nifhatharta@mic.ul.ie
G71
emily.a.rennison@mic.ul.ie
Teagascóir
G71
ofloinns@yahoo.ie
Úna Ní Ghairbhith
Teagascóir
G71
una.orourke1@gmail.com
Bríd Nic
Fhlannchadha
Teagascóir
G71
bberclancy@eircom.net
Dr Seosamh Ó
Cuinneagáin
Teagascóir
G71
seosamhocuinneagain@yahoo.ie
LIOSTA LÉITHEOIREACHTA
Múineadh na Gaeilge T2
An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge – Teanga. Baile Átha
Cliath: Oifig an tSoláthair.
Lgh. 36 - 47: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 1 & 2)
Lgh. 48 - 60: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 3 & 4)
Lgh. 62 - 75: Éisteacht, Labhairt, Léitheoireacht & Scríbhneoireacht (Rang 5 & 6)
An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge – Teanga Treoirlínte do
Mhúinteoirí. Baile Átha Cliath: Oifig an tSoláthair.
Lgh. 93-95: Druileanna gramadaí
Lgh.125 - 144: Léitheoireacht & Scríbhneoireacht
Lch.159: Ceacht samplach chun briathra a mhúineadh
Lgh. 52 - 115: Cur chuige cumarsáideach
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 68
BED Year 2
Harris, J., Ó Néill, P., Uí Dhufaigh, M. & Ó Súilleabháin, E. (1996). Cúrsaí Nua Gaeilge na Bunscoile:
Moltaí agus Ábhar Samplach (Imleabhar 1 nó Imleabhar 2). BÁC. ITÉ. Lgh.6-13: Na prionsabail
ghinearálta a bhaineann le Múineadh na Gaeilge sa bhunscoil.
Hickey, T. (2001) Múineadh Léitheoireacht na Gaeilge agus an Curaclam Athbhreithnithe,
Teangeolas , Uimhir 40, BÁC. ITÉ (Tá cóipeanna den iris seo ar fáil sa leabharlann)
Teanga
Mac Murchaidh, C. (2002) Cruinnscríobh na Gaeilge, Baile Átha Cliath: Cois Life.
Mac Suibhne, A. agus Whelton, M. (2009) Sruth na Maoile, Baile Átha Cliath: Brunswick Press.
Ó Dónaill, É. (2011) Gramadach gan Stró Baile Átha Cliath: Gaelchultúr Teo.
ACMHAINNÍ BREISE
Múineadh na Gaeilge T2
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners
in the mainstream classroom. Portsmouth, NH: Heinemann. (Caibidlí 4, 5)
Hickey, T. (1992). Teaching Irish Reading: What can Research Tell Us? In T. Hickey (eag.), Múineadh
na Gaeilge sa Bhunscoil: Moltaí Praiticiúla. Baile Átha Cliath: Bord na Gaeilge/Cumann
Léitheoireachta na hÉireann. (Tá cóipeanna den leabhrán seo ar fáil sa leabharlann ar iasacht 4 uair
a chloig.)
Hickey, T. agus Ó Cainín, P. (2003). Léitheoirí Óga na Gaeilge: Cothú agus Cabhair. In R. Ní Mhianáin
(eag.), Idir Lúibíní: Aistí ar an Léitheoireacht agus ar an Litearthacht. Baile Átha Cliath: Cois Life.
(810.9/IDI Tá cóipeanna den leabhar seo ar fáil ar iasacht 4 uair a chloig freisin.)
Littlewood, W. (1981) Communicative Language Teaching. Cambridge University Press Caibidlí: 3, 4,
5, 8. (372.65/LIT)
NCCA Guidelines for Teachers – Exceptionally Able Students
5 – Classroom Strategies
www.ncca.ie
Caibidil
Ní Nuadháin, N. (2006). Putting a bit of spice into reading in Irish in the primary school. In T. Hickey
(ed.), Literacy and Language Learning: Reading in a First or Second Language. Dublin: Reading
Association of Ireland. (372.6/LIT)
Ní Nuadháin, N. (2006). Ar Maidin Moch. Indreabhán: Cló Iar-Chonnachta.
ACMHAINNÍ BREISE
Teanga
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 69
BED Year 2
An Gúm (2004) Séideán Sí A B C D E F, Baile Átha Cliath: An Roinn Oideachais agus Eolaíochta.
An Mheitheal um theagasc na Gaeilge ar an Tríú Leibhéal Siollabas Nua don Dara Bliain
Ollscoile
De Bhaldraithe, T. (1998) English - Irish Dictionary, Baile Átha Cliath: An Gúm.
McGonagle, N. (2003) Irish Grammar - A Basic Handbook, Gaillimh: Cló Iar-Chonnachta.
Ó Dónaill, N. (1998) Foclóir Gaeilge – Béarla, Baile Átha Cliath: An Gúm.
Gaelscéal
www.acmhainn.ie
An Foclóir Beag www.focloir beag
Focal.ie www.focal.ie
GaelSpell www.gaelspell.com
www.acmhainn.ie
www.seomraranga.ie
www.tobar.ie
www.teachnet.ie
www.teagascnagaeilge.ie
Vifax
www.vifax.nuim.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 70
BED Year 2
Module 2 Certificate in Religious Education –
(Scripture and Spirituality)
Autumn Semester, 2015-2016
Bachelor of Education 2: Bachelor of Education in Education & Psychology 2
INTRODUCTARY STATEMENT
This module introduces the students to the scriptures of the Old and New Testaments within their historical
context. It gives an overview of the content (story, genres and general themes) of the Bible. It aims to
provide students with a framework for understanding selected biblical themes and passages and to explore
the contemporary relevance of the Bible. It also aims to provide students with an opportunity to appreciate
and critique some forms and expressions of spirituality and to recognise that spirituality is the lifeblood of
religious education and an essential dimension of the primary school child.
LEARNING OUTCOMES:
On completion of this module, students will be able to:












Demonstrate basic knowledge of the background, development, content and literary genres of the
Bible
Understand and reflect on some meanings of the term “spirituality”
Recognise the difference between spirituality and religion
Appreciate the historical importance of the Bible in Western culture
Balance a critical approach to the biblical text with respect for its status as scripture within
communities of faith
To appreciate the significance of covenantal relationship expressed in the Judaeo-Christian
scriptures
Appreciate the centrality of the person of Jesus Christ to Christian Spirituality
Recognise the importance of prayer to Christian spirituality
Locate high quality and relevant materials and resources for teaching biblical stories and themes
Deepen their own understanding of spirituality and develop the skill to nurture the spirituality of
children in the classroom
Examine what is meant by children’s spirituality
Investigate the notion of the spirituality of the teacher
MODULE DELIVERY:
Lectures per week: 2 lectures (20 contact hours) 3 ECTS credits
Wednesday: Scripture
Thursday: Spirituality
Moodle Access: 2nd Year Cert in Religious Education
MODULE CONTENT:
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 71
BED Year 2
Calendar: this is subject to change
Weeks
Wednesday: Scripture
Week 1
a) Introduction to course –
th
th
9 /10 Sept
b) Catholic Preschool and Primary Religious
Education Curriculum for Ireland –
Strand: Word of God
Week 2
a) How do I find my way around the Bible?
16th/ 17th Sept
b) Stories of our fathers and mothers: Book
of Genesis
Week 3
Freedom From/ Freedom For: Moses and the
23rd/24th Sept journey
Week 4
Response of a People: The Psalms
30th Sept / 1st
Oct
Week 5
Insight rather than foresight - The Prophets
th
7 / 8th Oct
Week 6
a) Structure of the New Testaments :The
14th/15th Oct
Gospels
b) Catholic Preschool and Primary Religious
Education Curriculum for Ireland –
Strand: Word of God
Week7
The Gospel of Mark
21st/ 22nd Oct
Week8
Jesus’ Public Life
28th/ 29th Oct
Week 9
4th/5th Nov
Pentecost and the followers of Jesus
Week 10
11th/12th Nov
The Word of God in the classroom
Thursday: Spirituality
Spirituality: Spirituality for me?
What is Spirituality?:
The Self and Search for One’s
Voice
Christian Spirituality 1
Christian Spirituality 2
Spirituality of the Teacher
Spirituality of the child 1:
Spirituality and the Children’s
World
Spirituality of the child 2:
Variety of Spiritual Experience
Catholic Preschool and Primary
Religious Education Curriculum
for Ireland - Strand: Liturgy and
Prayer
Spirituality and the
Environment.
Laudoto Si
Review of Course
MODULE ASSESSMENT:
100% is the value of the module
(10% may be deducted for poor attendance and participation at lectures)
End of term exam:
o You must answer all questions on the paper – some questions will have choices contained
within them
o Question 1: 20 short questions – all must be answered -40%
o Question 2: Short essay answering either section A or B – these will be taken from reading
given in lectures - 30%
o Question 3: Short essay answering either section A or B – these will be based on themes
covered during lectures - 30%
Repeat Assessment:
Exam 100% - same structure as original exam
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 72
BED Year 2
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
FEEDBACK:
General feedback will be offered to the student group once the in class assignments are corrected.
Assignments will not be returned to students.
STAFF:
Name
Title
Office
Telephone
Email
061 774720
Maurice.harmon@mic.ul.ie
Office Hour/s
Maurice
Harmon
Lecturer,
Religious
Education
R118
Email for an
appointment
READING LIST:
# means the book is on 4 hour loan in the library
Holy Bible, New revised standard version or good news bible, Catholic Edition.
Charpentier, E.(1982) How to read the old testament, London: SCM Press #
Charpentier, E. (1982) How to read the new testament, London: SCM Press #
Coles, R. (1990) The spiritual life of children, Boston: Houghton Mifflin Co.
Irish Episcopal Conference. (2015) Catholic preschool and primary religious education curriculum for ireland,
Dublin: Veritas
http://www.veritasbooksonline.com/media/wysiwyg/9781847306241.pdf
Nye, R. (2009) Children's spirituality: what it is and why it matters, London: Church house publishing#
Rolheiser, R. (1998) Seeking spirituality: guidelines for a Christian Spirituality for the twenty-first century,
London: Hodder & Stoughton #
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 73
BED Year 2
Electives and Specialisms
While 80% of the BEd programme is composed of core modules, the remaining 20% (eight modules) allows
students to design their own course of study within the programme.
Students may select to follow a Multidisciplinary BEd, which means that they select their eight electives
from across the range of modules on offer, thus creating an individualised programme of study. Students
must take a minimum of three electives from Liberal Arts, three electives from Education, and a further two
electives from either Education or Liberal Arts. This will allow students to develop their personal interests
and talents and to customise their own individual degree paths. Students’ transcripts will state that they
have pursued a Multidisciplinary BEd programme.
Alternatively students may pursue a Specialism in either Liberal Arts or Education programmes. This means
that students will select a minimum of five modules in a given subject/area and develop a specialisation in
that subject/area. These five modules may comprise of five taught modules or a combination of three taught
modules and two dissertation modules. Students’ transcripts will identify the specialism pursued within the
BEd programme, e.g. BEd with a Specialism in English Literature or BEd with a Specialism in Physical
Education.
In essence, students have three main design options as outlined below:
Option 1: Multidisciplinary Path
A student selects eight modules from disparate areas/subjects, thus creating her/his own unique educational
experience and creating a broad knowledge base for her/his future teaching career. Students must select
three elective modules from Liberal Arts, three modules from Education, and choose two further modules
from across the total range of modules available from both faculties. Students must take a minimum of three
elective modules from both faculties, they may decide to take 4 from each faculty. Alternatively students
may decide to take 5 modules from one faculty list and 3 modules from the other faculty list. This approach
is characterised as the Multidisciplinary Path.
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 74
BED Year 2
Option 2: Liberal Arts Specialism
A student selects a suite of five modules from within Liberal Arts in one subject area; normally these
specialisms include five taught modules (across semesters Semester 3, 5, 6, and 8) with the exception of
Music and Philosophy which provide the student with the option to take either two taught modules in
Semester 8 or two dissertation modules. The student’s remaining three electives are taken from the
Education list of electives. The study of five consecutive Liberal Arts modules constitutes a Liberal Arts
Specialism.
Option 3: Education Specialism
A student selects a suite of five modules from Education in one subject area; these may be five taught
modules (across semesters Semester 5, 6, and 8) or three taught modules followed by two dissertation
modules within a subject area. The student’s remaining three electives are taken from the Faculty of Arts list
of electives. The study of five consecutive Education modules constitutes an Education Specialism.
Key Choices: Semester 3
Students are presented with their first key choice in Semester 3, when they select one elective from a broad
range of modules provided by the Faculty of Arts. These options are outlined below. If you are interested in
pursuing a specialism in any of the areas outlined below, please contact the relevant Head of Department as
the provision of specialisms is dependent upon resources. Please note: Arts Electives are capped at 60
students with random allocation in the case of over subscription.
Liberal Arts Electives
Module Code
Module Title
FR4793
French Language & Civilisation for B.Ed.
GA4733
Filíocht agus Prós na Nua-Ghaeilge
GE4773
Intermediate German 1
GE4725
Intermediate German 2
HI4721
Power, Belief and Culture: Europe, 1500-1750
MH4753
MH4753Numbers
MC4711
Media and Communication Theory
MU4723
The Music of the Classical Period/ Theory & Techniques
PI4711
PI4711: Basic Questions in Contemporary Philosophy
RS4013
Introduction to the Bible
EH4727
Interpreting Literature
GY4703
Evolution of the Irish and British Landscapes
IS4713
Celts and Early Christian Ireland
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 75
BED Year 2
FR4793 FRENCH LANGUAGE & CIVILISATION
Bachelor of Education 2
Course Description
One weekly lecture aims to provide first-year students with an overview of the main historical events and
figures which have contributed to the shaping of France as a nation over the centuries. A second weekly
lecture will focus on France’s current social and political organisation. The acquisition and consolidation of
correct writing skills will be the focus of a third weekly lecture, which will be complemented by a weekly
small-group tutorial dedicated to grammar and translation exercises.
Timetable Lectures:
French Civilisation: Wednesday 3-4pm T1.17
Language: Thursday 9-10am T1.18
Contemporary French Society: Friday 10-11am T1.17
Tutorials:
1 hour per week in one of the three tutorial groups
(see French noticeboard at the end of week 1 for group lists and rooms)
Lecturers/Tutors:
Dr L. Guyon/Dr Máiréad Ní Bhriain/Mr Darach Sanfey (module coordinator) Ms Suzanne Présumey/Ms
Marion Joassin/ Mr Olivier Ernest
LEARNING OUTCOMES
Upon completion of this module you should:
Demonstrate a basic knowledge of the main historical events and figures which contributed to the shaping of
the French nation;
Demonstrate a basic knowledge of the current state of French society and politics;
Form grammatically correct sentences in everyday French and translate short passages to and from French;
Command sufficient language skills to write a short essay in French.
ASSESSMENT
Continuous assessment
I. Language 50% of module
Two class tests (each lasting 45 minutes) during the usual lecture slot. The first test consists of a set of
grammar/vocabulary exercises, followed by a correction exercise the following week in your tutorial hour;
the second test consists of sentences for translation from English into French and a short writing activity (no
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 76
BED Year 2
correction exercise). In addition, in week 10 you will have a very short grammar test in your tutorial, worth
5% of the marks.
Class test #1 — Monday 14 October from 10-10:45am, in T2.14 (12%) + correction exercise, week 8 in
tutorial group (8%)
Class test #2 — Monday 11 November 10-10:45am, in T2.14 (30%)
II. Contemporary French Society 25% of module
Multiple-choice questionnaire (in English) during lecture slot.
Thursday 21 November from 2-2:45pm in SG1
III. French Civilisation 25% of module
Multiple-choice questionnaire (in English) during lecture slot.
Thursday 28 November from 3-3:45pm in SG1
Repeat examination (August 2014)
Thème/grammaire 50%
1 questionnaire on French civilisation 25%
1 questionnaire on Contemporary French society 25%
Total: 100%
N.B. As with all modules in French, students who miss an in-term assessment may apply for an I-grade
according to standard College procedures. I-grades will be cleared at the Annual Repeat examinations in
August 2014.
SUGGESTED READING
1. Farrell, C. (2004), Side-by-Side French & English Grammar, London: McGraw-Hill Contemporary. SL
2. Labrune, G. & Toutain, P. (2007), L’Histoire de France, Paris: Fernand Nathan. SL
3. Morton, J. (1989), English grammar for students of French: the study guide for those learning French,
Ann Arbor, Mich: Olivia and Hill Press.
4. McCarthy, B. (1989), Au-delà des mots: authentic texts for advanced students of French, Cambridge:
Cambridge University Press.
5. Howarth, D. & Varouxakis, G. (2003), Contemporary France: An Introduction to French Politics and
Society, London: Hodder Education.
COURSE SCHEDULE
Week
I
II
III
IV
Language
Civilisation
Contemporary Society
Introduction: materials
and resources.
Enrolment for tutorials
(commencing week 2)
Parts of Speech I: The
grammatical nature of
words
Parts of Speech II: The
grammatical function of
words
Articles and Adjectives:
The Roman Conquest of
Gaul: Julius Caesar vs
Vercingetorix
Introduction
France after WW2
(1944-1947)
The Birth of France:
Clovis & Charlemagne
The 4th Republic : 19481952
The Hundred Years
War: Joan of Arc
The 4th Republic : 19521958
The French Wars of
The 5th Republic : 1958-
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 77
BED Year 2
V
VI
VII
VIII
Use, Position,
Agreement
Verb tenses and moods.
Verb constructions
(reflexives, negatives,
interrogatives, etc.)
Class Test #1
NO LECTURE
(Conferrings)
*** CORRECTION OF
CLASS TEST #1 ***
IN TUTORIALS
Direct and Indirect
Object Pronouns
IX
Relative Pronouns
X
Class Test #2
XI
Revision of Verb Tenses
XII
Review of Class test #2
Religion: Henry IV
1968
The Absolute
Monarchy: Louis XIV,
the Sun King
The 5th Republic : 19682013
The French Revolution
NO LECTURE
(Conferrings)
French Society I : Work
NO LECTURE
(Conferrings)
The First Empire:
Napoleon Bonaparte
French Society II :
Geography and
demographics
The Restoration and the French Society III :
New Revolutions
Tourism and leisure
World War I
French Society IV :
Education
World War II: Charles de Class Test #3
Gaulle
Class Test #4
Course review /
Feedback
La France — facts,
clichés and stereotypes
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 78
BED Year 2
GA4733 Filíocht agus Prós na Nua-Ghaeilge
(Modern Irish Poetry and Prose)
Bachelor of Education 2
Réamhrá
Blaiseadh a thabhairt do mhic léinn de nua-litríocht na Gaeilge le béim ar an ngearrscéal agus ar an
bhfilíocht. Léargas a thabhairt ar ghearrscéalaíocht agus ar fhilíocht na Gaeilge ó aimsir na hAthbheochana i
leith. Rianú ar fhorbairt agus tuiscint a thabhairt ar chúlra agus ar chomhthéacs na gearrscéalaíochta agus na
Nua-fhilíochta maraon le mionléamh ar shaothar roinnt de mhórscríbhneoirí agus mórfhilí na linne sin. Mic
léinn a spreagadh le hábhar liteartha i nGaeilge a léamh go neamhspleách as a stuaim féin. Deis a chur ar fáil
do mhic leinn cur lena gcuid scileanna cumarsáide sa Ghaeilge idir labhairt agus scríobh.
(To give students an introduction to modern Irish literature with an emphasis on the short story and poetry
genres. To provide an insight into the short story and poetry in Irish from the Gaelic Revival onwards. To trace
the development, context and background of the short story and modern poetry genres in addition to
undertaking an in-depth reading of the works of a number of major short story writers and poets. Students
will be encouraged to read literary works in the Irish language independently and to enhance their
communicative skills in Irish).
Siollabas
Pléifear cúlra athbheochana ghearrscéalaíocht na Gaeilge agus déanfar staidéar ar an ngearrscéal le béim ar
scríbhneoirí na hAthbheochana agus ar scríbhneoirí eile mar Phádraig Mac Piarais, Liam Ó Flaithearta,
Dhonncha Ó Céilleachair, Phádraic Breathnach, Eilís Ní Dhuibhne agus Mhicheál Ó Conghaile, mar shampla;
comhthéacs stairiúil na Nua-fhilíochta agus mar a bhí sí fite fuaite le hAthbheochan na Gaeilge agus bunú an
Stáit; filíocht lár an chéid anuas go dtí glúin INNTI mar aon leis na filí comhaimseartha atá i mbun pinn le 30
bliain anuas; béim ar shaothair le filí éagsúla: Pádraig Mac Piarais, Máirtín Ó Direáin, Nuala Ní Dhomhnaill,
Máire Mhac an tSaoi, Biddy Jenkinson agus Gearóid Mac Lochlainn, mar shampla.
(A discussion of the the Gaelic Literary Revival as a backdrop to the development of the Irish short story and
examples of short stories will be studied with an emphasis on writers of the Revival in addition to other short
story writers such as Pádraig Mac Piarais, Liam Ó Flaithearta, Donncha Ó Céilleachair, Pádraic Breathnach,
Eilís Ní Dhuibhne and Micheál Ó Conghaile, for example. The historical context of the development of modern
Irish-language poetry will be discussed and how it was intrisically connected to the Gaelic Revival and the
establishment of the State. Irish-language poetry from the middle of the twentieth century down to the INNTI
generation will be examined in addition to the works of poets who have been active for the past thirty years
with an emphasis on the works of various poets: Pádraig Mac Piarais, Máirtín Ó Direáin, Nuala Ní
Dhomhnaill, Máire Mhac an tSaoi, Biddy Jenkinson and Gearóid Mac Lochlainn.)
Torthaí Foghlama
1. Cognaíoch:
Ar chríochnú an mhodúil seo ba cheart go mbeadh:
 tuiscint ag mic léinn ar fhobairt an ghearrscéil sa Ghaeilge
 eolas ag mic léinn ar phríomhghearrscéalaithe na Gaeilge
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 79
BED Year 2
 ar chumas mac léinn gearrscéal Gaeilge a phlé go léirmheastúil agus go criticiúil
 tuiscint ag mic léinn ar chomhthéacs stairiúil agus ar fhorbairt na Nua-fhilíochta Gaeilge
 eolas ag mic léinn ar roinnt de mhórfhilí na linne sin agus ar a saothar
 mic léinn ábalta ar léamh criticiúil a dhéanamh ar na dánta a phléifear sa chúrsa
 go dtiocfadh feabhas ar chumas cainte agus cumas cumarsáide an mhic léinn.
[On completion of this module students should:







have an understanding of the development of the short story in Irish
have knowledge of the major Irish-language short story writers
be able to critically analyse a short story in Irish
have an understanding of the historical context and development of modern Irish-language poetry
have knowledge of a number of major modern Irish-language poets and their works
be able to critically analyse the poems discussed in the course
have enhanced their language and communication skills in both speaking and writing in Irish]
Acmhainní Staidéir:
1. Denvir, G. ( eag.). 2000. Duanaire an Chéid. Indreabhán. Cló Iar-Chonnachta.
2. Denvir, G. agus A. Ní Dhonnchadha, ( eag.). 2000. Gearrscéalta an Chéid. Indreabhán Cló IarChonnachta.
3. Ó Conchubhair, B (eag.). 2006. Gearrscéalta ár Linne. Indreabhán. Cló Iar-Chonnachta.
Acmhainní Breise:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Breathnach, P. 1978. Buicéad Poitín agus Scéalta Eile. Baile Átha Cliath. Clódhanna Teoranta.
Caerwyn Williams, J. E. Ní Mhuiríosa, M. 1979. Traidisiún Liteartha na nGael. Baile Átha Cliath. An
Clóchomhar.
de Faoite, D. 2009. Pádraic Ó Conaire, Rogha Scéalta. Indreabhán. Cló Iar-Chonnachta.
de Paor, P. 1997. Tionscnamh Filíochta Nuala Ní Dhomhnaill. Baile Átha Cliath. An Clóchomhar.
Mac Giolla Léith, C. (eag.) 1993. Cime Mar Chách: Aistí ar Mháirtín Ó Direáin, Baile Átha Cliath. An
Clóchomhar.
Mac Labhraí, S. 2013. Anam na Teanga: Géarscagadh ar Ghlac Gearrscéalta. Indreabhán. Cló Iar
Chonnachta.
Mac Mathúna, S. 1999. Banana. Baile Átha Cliath. Cois Life.
Mac Donncha, J. 2012. Bróga Johnny Thomáis. Indreabhán. Cló Iar Chonnachta.
Nic Dhiarmada, B. 2005. Téacs Baineann, Téacs Mná: Gnéithe d’Fhilíocht Nuala Ní Dhomhnaill
Baile Átha Cliath. An Clóchomhar.
Ní Dhonnchadha, A. 1981. An Gearrscéal sa Ghaeilge 1898-1940. Baile Átha Cliath. An Clóchomhar.
Ní Fhrighil, R. (eag.) 2010. Filíocht Chomhaimseartha na Gaeilge. Baile Átha Cliath. Cois Life.
Ó Conghaile, M. 1997. An Fear a Phléasc. Indreabhán. Cló Iar-Chonnachta.
Ó Dúill, G. 2000. Fearann Pinn: Filíocht 1900 go 1999. Baile Átha Cliath. Coiscéim.
Ó Háinle, C. 1999. Gearrscéalta an Phiarsaigh. Baile Átha Cliath. Cló Thalbóid.
Riggs P. 1994. Pádraic Ó Conaire Deoraí. Baile Átha Cliath. An Clóchomhar.
Titley, Alan. 1987. Eiriceachtaí agus Scéalta Eile. Baile Átha Cliath. An Clóchomhar
Faculty of Education, MIC – B.Ed. 2 Handbook
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GE4773 Intermediate German 1
Bachelor of Education 2
Course Description:
This module focuses on German language learning based on Leaving Certificate German knowledge. It
supports students in establishing a firm basis in the German language, focusing on grammatical correctness
and communicative skills. The module is particularly recommended for students who wish to teach German
in primary schools.
Topics and Grammar:
1. Work and Leisure time: Subjunctive II and final clauses
2. Family: Modal verbs and reflexive verbs
3. Celebrations: Temporal conjunctions, temporal prepositions
4. School: Past and verbs demanding prefixes
5. Eating and Drinking: Text grammar and the passive
Course book: em Brückenkurs neu, chapter 1-5.
Lecturers:
Dr. Helmut Grugger (Reading, Writing, Grammar, Vocabulary, 2 hours)
Janine Hemmerling (Speaking and Listening comprehenison, 1 hour)
Time & Place:
Mondays at 11 am in 309
Thursdays at 2 pm in T208
Office Hours:
Dr. Helmut Grugger: Wednesday, 11.00–11.45 am, C107
Contacts:
Helmut.Grugger@mic.ul.ie
Janine.Hemmerling@mic.ul.ie
Assessment:
Type of assessment: continuous assessment and in-class assignments in week 12.
Breakdown of marks:
READING, WRITING, GRAMMAR, VOCABULARY: 65 % (25 % continuous assessment, 40 % in-class
assignment)
SPEAKING AND LISTENING COMPREHENISON: 35 %: (20 % continuous assessment, 15 % in-class assignment)
For further details please see Ge4773 course descriptions.
Feedback:
General feedback will be provided in class, individual feedback will be provided during lecturers’ office hours
(or by appointment).
Faculty of Education, MIC – B.Ed. 2 Handbook
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GE4725 Intermediate German 2
Bachelor of Education 2
Course Description:
This module focuses on German language learning based on Leaving Certificate German knowledge. It
supports students in establishing a firm basis in the German language, focusing on grammatical correctness
and communicative skills. The module is particularly recommended for students who wish to teach German
in primary schools.
Topics and Grammar:
1. Work and Leisure time: Subjunctive II and final clauses
2. Family: Modal verbs and reflexive verbs
3. Celebrations: Temporal conjunctions, temporal prepositions
4. School: Past and verbs demanding prefixes
5. Eating and Drinking: Text grammar and the passive
Course book: em Brückenkurs neu, chapter 1-5.
Lecturers:
Dr. Helmut Grugger (Grammar, Vocabulary, Speaking, Listening Comprehension, 2 hours)
Dr. Aneka Meier (Reading, 1 hour)
Time & Place:
Mondays at 11 am in 309
Thursdays at 2 pm in T208
Office Hours:
Dr. Helmut Grugger: Wednesday, 11.00–11.45 am, C107
Dr. Aneka Meier: TBA, see German notice board
Contacts:
Helmut.Grugger@mic.ul.ie
Aneka.Meier@mic.ul.ie
Assessment:
Type of assessment: continuous assessment and in-class assignments in week 12.
Breakdown of marks:
GRAMMAR, VOCABULARY, SPEAKING, LISTENING COMPREHENSION: 65 % (25 % continuous assessment, 40
% in-class assignment)
READING: 35 %:
For further details please see Ge4725 course descriptions.
Feedback:
General feedback will be provided in class, individual feedback will be provided during lecturers’ office hours
(or by appointment).
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
HI4721 Power, Belief and Culture; Europe, 1500-1750
Bachelor of Education 2
Course Description
This module examines the history of early modern Europe in a chronological and thematic framework
organised around four key pillars: Politics and Power; Culture and Ideas; Religion and Belief; Economics and
Expansion. The course will explore the rise of the nation state in the sixteenth century; the Habsburg-Valois
wars; the emergence of the Italian Renaissance; humanism; Renaissance Art; the Northern Renaissance; late
medieval Christianity; the Reformation; Luther and Calvin; the social and political consequences of the
Reformation; the Catholic Reformation; the ‘rise of capitalism’; European exploration and the ‘New World’;
the development of political Absolutism; Louis XIV’s France; the Glorious Revolution in England, Scotland and
Ireland; the Witchcraft trials of the seventeenth century; Non-Christian populations; the Scientific
Revolution; the early / radical Enlightenment; proto-industrialisation; early eighteenth century European
trade and global contacts.
Course Learning Outcomes:
Upon successful completion of this module, students should be able to:
 Recognise key events and issues in the history of early modern Europe (1500-1750), encompassing
political, religious, cultural and intellectual aspects.
 Contexualise and explain key events and issues in early modern European history.
 Anaylse and assess evidence, including primary source materials, in relation to key events and issues in
early modern European history.
 Evaluate historiographical trends in relation to key events and issues in early modern European history.
Assessment
The course will be assessed as follows:
35% In-Semester Essay (1,500 words). Submission Deadline: Wednesday, 22 October, 2014.
65% End-of-semester examination
Repeat Assessment
100% Repeat Examination
Lecture Schedule
Lectures for this module will take place on Monday at 11am (Room T117) and Thursday at 2pm & 3pm
(Room 310).
It is strongly advised that you attend all lectures and take notes. Each topic provides context for others, as
well as helping to prepare you for essay and exam questions.
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Lectures will incorporate discussion of primary and secondary sources, which will be made available in the
lecturenotes folder of the relevant lecturer in advance of classes (\\lecturenotes\ChambersL and
\\lecturenotes\TaitC). It is essential that you read the material before class and bring a copy to the
relevant lecture.
Please note that unexpected changes to the schedule will be announced at lectures.
Course Outline:
Introduction


Introduction to the module (week 1)
Europe in 1500 (week 1)
Europe, 1500-1600
Topic 1: The Rise of the State


The Rise of the State I (Week 2)
The Rise of the State II - Valois France (Week 2)
Topic 2: The Renaissance


The Italian Renaissance (Week 3)
Renaissance Humanism (Week 3)
Topic 3: The Reformations




The Crisis of Late Medieval Christianity? (Week 4)
How to research, write and submit a third-level history essay (Week 4)
The Reformations (Week 5)
How to reference a third-level history essay (footnotes & bibliography) (Week 5)
Topic 4: Economics and Expansion


The Early Modern European Economy (week 6)
European Overseas Expansion (week 6)
Topic 5: Society and Gender


Gender and the Family (week 7)
No lecture on Thursday, Week 7
Europe, 1600-1750
Topic 6: Absolutism


No lecture on Monday, Week 8
Divine-Right Monarchy and Absolutism (week 8)
Topic 7: Belief, Superstition and Toleration


Superstition and Magic (week 9)
Jews, Muslims and the ‘Rise of Toleration’ (week 9)
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Topic 8: Science and Enlightenment


The Scientific Revolution (week 10)
The Early Enlightenment (week 10)
Topic 9: Empire and Expansion


Trade and the Growth of Empire (week 11)
Europe and the Atlantic Slave Trade (week 11)
Conclusion


Europe in 1750 (Monday, week 12)
How to prepare for a third-level history examination (Thursday, week 12)
Lectures & PowerPoint Slides
Lectures will be accompanied by PowerPoint Presentations. These will be made available on Lecturenotes
after lectures. Please note that they are intended to complement lectures; they are NOT summaries of
lectures or substitute lecture notes. They do NOT include all material discussed at a particular lecture.
Using the Library & Library Resources
It is very important that you familiarise yourself with MIC Library early in the semester. The Library provides
orientation sessions for this purpose. You should also begin to explore the electronic resources to which you
have access through the Library website.
Essential Reading
The recommended general text for this module is:
1. *Merry E. Wiesner-Hanks, Early Modern Europe, 1450-1789 (1st edn, 2006; 2nd edn 2013).
(Available to purchase from An Siopa in the TARA Building.)
This work has a companion website where you will find primary sources, timelines, interactive maps,
podcasts, further reading, useful links.
http://www.cambridge.org/features/wiesnerhanks/default.html
The following is also highly recommended and can be used as an alternative to Wiesner-Hanks:
2. *Beat Kümin (ed.), The European World 1500-1800: An Introduction to Early Modern
History (2009). (Available to purchase from An Siopa in the TARA Building.)
The following also provides excellent coverage of the full module and is, again, highly recommended:
3. *John Merriman, A History of Modern Europe: From the Renaissance to the Present (1996;
2nd edn, 2004; 3rd edn 2010).
Alternatively, John Merriman’s work is available in two separate volumes, the first covers the Renaissance to
Napoleon; the second covers the French Revolution to the Present. If you opt for the two-volume version,
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please note that only volume one is relevant to this module: A History of Modern Europe: Volume One, From
the Renaissance to the Age of Napoleon (1996; 2nd edn, 2004; 3rd edn, 2010).
Further Reading
A full reading list for the module is available on Lecturenotes. Please ensure that you download and retain a
copy.
Plagiarism & Syndication:
Please read the sections on plagiarism in the MIC Student Handbook:
http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx
Course Lecturers
Dr Liam Chambers
Office: G67
Email: Liam.Chambers@mic.ul.ie
Dr. Clodagh Tait
Office: R105
Email: Clodagh.tait@mic.ul.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
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Module MH 4753: Numbers
Autumn Semester, 2015-2016
Bachelor of Education 2
RATIONALE:
In this module several number systems, including the integers, the rationals and the real numbers are
discussed. Interesting results on prime numbers and the divisibility of integers are developed. The concept
of mathematical proof is investigated. Together, the ideas are natural and important in solving problems.
LEARNING OUTCOMES:
On completion of this module, students will be able to:
Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
 demonstrate knowledge and understanding of important mathematical ideas related to number
systems.
 write simple proofs of statements involving real numbers and use the idea of counterexample to show
that a statement is false.
MODULE CONTENT:
 introductions to sets; standard number sets; union and intersection.
 logical statements; implication; direct proofs; proof by contradiction; counterexamples
 the real number line; density of the rational numbers; irrationality of the square root of 2
 the place value decimal system; decimal representations; recurring decimals
 ordering the real numbers; methods of solving inequalities; the Triangle Inequality
 divisibility of integers; Sieve of Eratosthenes; prime factorisation of integers
 Fundamental Theorem of Arithmetic; canonical form of an integer; greatest common divisor; least common
multiple; Euclid’s algorithm
MODULE ASSESSMENT:
10% for attendance and homework submission (1% per week)
24% for the mid-semester written exam
66% for the end-of-semester written exam (2 hours)
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
REPEAT ASSESSMENT:
100% for the annual written repeat exam in August (2.5 hours)
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FEEDBACK:
Homework is discussed, and feedback is given, in the tutorials.
STAFF:
Name
Title
Ronan
Flatley
Dr.
Office
Office
Office
Hour/s
By
R122
appointment
Telephone
Email
Ext 4308
Ronan.flatley@mic.ul.ie
READING LIST:
Primary Readings
The course notes provided are self-contained and, as such, act as the primary text for this module.
Supplementary Readings
1. Dudley, Underwood. Elementary number theory. Library reference 512.7/DUD.
2. Solow, D. How to read and do proofs: an introduction to mathematical thought processes. Library
reference 511.3/SOL.
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MC4711
Introduction to Media and Communication Theory
Bachelor of Education 2
Lecturer: Kathy Cush: Kathy.Cush@mic.ul.ie
Lectures: Mondays 11-12pm, SG1
Thursdays 2-4pm, SG10
Aims
To introduce key concepts in Media Studies
To examine the process of communication
To discuss the work of some of the main theorists
Objectives
Students successfully completing this module should be:
 Able to understand and use media terminology

 Aware of the complexities involved in the interpretation of media texts
 Equipped with a toolkit in order to carry out textual analysis and examine how meaning is produced
 Aware of the relationship between text, producer and audience
Assessment Process




First assessment: Week 6, In-class Presentation (30%)
This will cover the lecture material and assigned readings up to that date to ensure students are
engaging with the course material.
Second and final assessment: Official end of semester examination (60%)
Participation during lectures (10%)
Core Reading List
1. Gillespie, M. & R. Toynbee. 2006, Analysing Media Texts. Open University Press:England.
2. Long, P. & T. Wall. 2009, Media Studies: Texts, Production and Context. Pearson:Harlow.
3. Branston, G. and R. Stafford. 2009, The Media Student’s Book (5th Edition). Rougledge:London and
New York.
4. Fisk, J. 1990, An Introduction to Communication Studies. Routledge:London and New York.
5. Bignell, J. 1997, Media Semiotics: An Introduction. Manchester University Press.
6. Further reading material will be recommended during the semester
Please note: Reading course material is crucial if learning objectives are to be fully realised
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
PLAGIARISM AWARENESS
Plagiarism is the theft of another author’s intellectual work and its presentation as your own. As such it is a
serious crime and all students found guilty of this practice will be subjected to disciplinary action. In the first
instance an F grade will automatically be awarded to the assignment in question.
The most common form of plagiarism is the failure to use quotation marks and precise references (including
page numbers) when quoting another author’s work, even if the quotation consists of a short phrase.
Plagiarism also includes paraphrasing or summarising arguments derived from critical sources without due
acknowledgment in the course of your discussion. Some students erroneously believe that listing references
at the end of an assignment is sufficient to avoid the charge of plagiarism. However, it is NOT sufficient to
paraphrase or summarise an author’s argument without naming this author and indicating the precise origin
of the argument in the course of paraphrasing or summarising it.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Module Code: MU4723
Module Title: The Music of the Classical Period
Bachelor of Education 2
Student Year: B.Ed Arts Elective (Semester 3)
Course Title: Music
Semester Offered: Autumn
Contact Hours: 3 hours per week
Lecture Format: Lectures
Course Aims and Objectives:



To provide students with an overview of key developments in music during the period c1740–c1805
To study the development and expansion of relevant forms and genres
To examine selected works from this period
Course Syllabus:
Lectures:
Introduction to Classical era; stylistic overview of the period; Mannheim; Haydn, Mozart, Early Beethoven;
forms, techniques, late 18th C harmony, symphony, concerto, musical language of Classical era, development
of 18thC orchestra; developments in the history of opera; textual criticism of primary source documents;
critique of operatic productions;
Course Learning Outcomes:
On successful completion of this module students should be able to:









Identify the main stylistic features of the music of the Classical Era and define key concepts
associated with music of that period
Outline the key developments in music during the period c1740–c1805
Discuss the vocal and instrumental music of major composers of the period
Discuss the importance of primary sources for the study of eighteenth-century opera
Identify the important genres and trends in the development of opera
Analyse the vocal techniques in bel canto
Compare and contrast the use of instrumental resources in various sacred and secular vocal genres
Identify the generic interplay between sacred and secular vocal genres
Write an essay that discusses significant techniques employed in vocal genres
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Reading List (Required Reading):
1. DOWNS, P.: Classical Music (London: Norton, 1993)
2. TARUSKIN, R.: The Oxford History of Western Music 2: The Seventeenth and Eighteenth Centuries
(New York & Oxford: Oxford University Press, 2005)
3. ROSEN, C.: The Classical Style: Haydn, Mozart, Beethoven (New York: Norton, 1971)
4. WEISS, P. & TARUSKIN, R.: Music in the Western World: A History in Documents (Belmont, CA: Wadsworth,
1984)
5. GROUT, D.J.: A Short History of Opera (New York & London, 1947, rev. 3/1988 by H. Williams)
6. STRUNK, O & TREITLER, L. (eds.): Strunk's Source Readings in Music History (rev. ed, New York: Norton & Co.,
1998)
Reading List (Recommended Reading):
1. BAUMAN, T. & McCLYMONDS, M (eds.): Opera and the Enlightenment (Cambridge: CUP, 1995)
2. BROWN, J.: Letters upon the Poetry and Music of the Italian Opera (Edinburgh, 1789)
3. BURNEY, C. A General History of Music from the Earliest Ages to the Present Period (London, 177689); ed. F. Mercer (London, 1935/The Present State of Music in France and Italy, or the Journal of a
Tour through those Countries, undertaken to collect Materials for a General History of Music
(London, 1771, 2/1773) [based on Journal, 1771; see Scholes, 1959, and Poole, 1969]
4. BUTTERWORTH, A, Stylistic Harmony: Work Book (Oxford: Oxford University Press, 2nd edn 1994)
5. CAPLIN, W.: Classical Form: A Theory of Formal Functions for the Instrumental Music of Haydn, Mozart, and
Beethoven (New York: OUP, 1998)
6. DONINGTON, R.: Opera and its Symbols: The Unity of Words, Music and the Myth (New Haven,
CT, & London: Yale UP, 1991)
7. HEARTZ, D.: Haydn, Mozart, and the Viennese School, 1740-1780 (New York: Norton, 1995)
8. HUNTER, M. & WEBSTER, J. (eds.): Opera Buffa in Mozart's Vienna (Cambridge: CUP, 1997)
9. KERMAN, J: Opera as Drama (New York: 1956, 2/1989)
10. ORREY, L.: Opera: a Concise History (London: OUP, 1972, 2/1987)
11. PALISCA, C..V.: Girolamo Mei (1519–1594): Letters on Ancient and Modern Music to Vincenzo Galilei
and Giovanni Bardi, MSD, iii (1960, 2/1977)
12. PARKER, R. (ed.): The Oxford Illustrated History of Opera (Oxford: OUP, 1994)
13. RATNER, L. G.: Classic Music: Expression, Form and Style (New York: Schirmer, 1980)
14. STROHM, R. Dramma per musica: Italian Opera seria of the Eighteenth Century (New Haven, CT:
Yale UP, 1997)
Description of teaching resources and equipment used for course delivery:
PowerPoint, Local Area Network, Sound Systems, Anthologies, Internet, Musical Instruments, Scores
Any special feature:
Field Trip(s) to relevant concert(s) where possible
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BED Year 2
Method of assessment:
A student’s grade in this module is determined by his/her performance in the following:


End-of-semester time-constrained unseen exam (50%)
Essay (50%)
Repeat Assessment: As above
How the assessment relates to the learning outcomes above:
The modes of assessment are designed to direct and enhance student learning, and to determine whether or
not students have acquired the understanding of content and developed the skills specified in the learning
outcomes.
Grading/marking criteria:
The student’s grade is based on: (i) demonstrated understanding of the topics covered; (ii) ability to apply
theoretical frameworks, key concepts and methods of analysis where relevant; and (iii) evidence of
independent reading and research on module content.
Formal/informal feedback to students in relation to their assessment:
Both formal and informal feedback on all in-term assessed coursework is routinely provided to all students.
Reflective practice with students:
Aspects of module delivery are discussed throughout the semester.
Details of student evaluation of your course:
Formal and informal student evaluations of teaching are undertaken.
Lecturers:
Dr. Gareth Cox (G.26) gareth.cox@mic.ul.ie Ex 204588
Dr. Michael Murphy (M112) michael.murphy@mic.ul.ie Ex 204335
Office Hours: By appointment or after relevant lectures/tutorials
Faculty of Education, MIC – B.Ed. 2 Handbook
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PI4711 BASIC QUESTIONS IN CONTEMPORARY PHILOSOPHY
Bachelor of Education 2
This module introduces some of the fundamental questions and issues in the western philosophical
tradition. The approach is thematic and historical and will connect ideas, theories, and prominent thinkers in
the history of philosophy. By the end of the module you should have a clear sense of what the discipline of
philosophy involves and the topics it covers.
Lecture topics:
1.
What is philosophy?
Defining philosophy and learning to philosophise.
2.
The history of philosophy
The historical development of philosophy: some themes.
3.
The nature of knowledge
Knowledge, belief, and certainty. The problem of ‘other minds’.
4.
Minds and bodies
Theories on the mind/body relationship.
5.
Human nature
An assessment of various theories of human nature.
6.
Freewill and determinism
An examination of the notion of freewill and the opposing view that our actions are
determined.
7.
Language and philosophy
The connection between language and thought. Language as the potential source of
philosophical problems.
8.
Introduction to moral and political philosoophy
Theories of right and wrong. The relationship between the individual and the state.
9.
Introduction to philosophy of religion
Philosophical questions about the nature of God’s existence.
10.
Philosophy and the arts: an introduction to aesthetics
What is a work of art?
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
ASSESSMENT
Tutorial attendance and participation:
Assignment 1 (Essay):
Assignment 2 (Essay):
Assignment 3 (in class test):
10%
30%
30%
30%
REPEAT PROVISION
Repeat Examination in Autumn 100%.
Chris.Lawn@mic.ul.ie
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Module RS4013 Theology of the Second Testament
Bachelor of Education 2
Module Title:
Arts Elective: Theology of the Second Testament
Semester:
Autumn 2014
Lecturer:
Myra Hayes
Class Times :
Wed. 12pm; Thurs. 1 & 2pm. (3 hours per week).
Aims and Objectives:




Study of the different approaches of the four gospels, noting historical and social contexts.
Evaluating theological themes underlying each gospel.
Contextual understanding of the books of Second Testament, including Luke-Acts, epistles,
Johannine Literature.
General Overview of the reception of the Second Testament in the areas of art, literature and
cinema.
Syllabus:
Context – geographical, historical and social background to NT literature.
Methodology - Types of biblical criticism, theological significance of NT texts.
Exegesis – Detailed study of Infancy narratives of Matthew and Luke, and Mark’s gospel, highlighting its
significance as earliest gospel writing. Some visual material examined, for example art and media inspired by
the N.T.
Learning Outcomes:
Following successful completion of the module, the student should be able to:
1.
2.
3.
4.
5.
6.
Understand and describe the historical, social, and geographical context of the N.T.
Outline the formation and transmission of N.T. literature
Understand and identify the various literary genres, and types of biblical criticism.
Identify the different thematic range of the gospel writers.
Be well informed on the contents of Mark’s gospel and its relationship to the Synoptics.
Compare and contrast the Infancy Narratives in Matthew and Luke, noting the important theological
themes.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Reading List (Required)
1.
2.
3.
4.
Revised Standard Version of the Bible (RSV)
Ehrman, Bart D., 2009, A Brief Introduction to the New Testament (2nd ed).New York: OUP.
Graffy, A., 2001, Trustworthy and True, The Gospels Beyond 2000, Dublin: Columba Press.
Meier, J. P. , 1990, “Jesus” in The New Jerome Biblical Commentary, eds., Brown , Fitzmyer, Murphy,
New Jersey: Prentice-Hall.
Recommended Reading
1.
2.
3.
4.
5.
Harrington, W. J. 2002, Mark: Realistic Theologian, Dublin: Columba Press.
Brown, R. E., 1997, An Introduction to the New Testament, New York: Doubleday.
___________1998, An Adult Christ at Christmas, Liturgical Press.
Pope Benedict XVI, 2012, Jesus of Nazareth: The Infancy Narratives, Ignatius Press.
________________2008, Jesus of Nazareth: From the Baptism in the Jordan to the
Transfiguration.
6. ________________2011, Jesus of Nazareth: Holy Week: From the Entrance Into Jerusalem to the
Resurrection.
7. Carr & Conway, 2010, An Introduction to the Bible: Sacred Texts and Imperial Contexts, Oxford:
Wiley Blackwell.
8. Biblical Commentaries : Sacra Pagina, NICNT, etc.
Assessment
1. Exegetical: Choice of pericope (section) of Mark chapters 1 & 2 (500 words)
10%
2. Research: Essay choice. Infancy Narrative of Matthew or Luke. (2000 words- submission date
Nov. 28th 2014.)
30%
3. Final Exam: 5 Questions to answer 3
60%
Note: Marking of any work may involve an oral interview.
Faculty of Education, MIC – B.Ed. 2 Handbook
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EH4727 Interpreting Literature
Bachelor of Education 2
Course and Assessment Information
Students must make themselves familiar with the details of MICL/UL policies in regard to attendance at
lectures and tutorials, submitting written work on the designated date/time, and presenting themselves on
the designated dates/times for all the tests and examinations involved in the assessment procedures for this
course. Similarly students must know and observe the MIC/UL regulations forbidding copying, syndication
and plagiarism. All students who take this course must be available for all parts of the assessment
procedures as they are timetabled. Essays must be typed and presented in the proper academic format.
In the case of ‘Open Book’ exams, students MUST have a clean copy of the text, without any notes or writing
whatsoever on those texts. All essays must be referenced as per the department style sheet, the Harvard
Style Sheet, available on the departmental website.
Students seeking “I” grades for undelivered essays/unattended tests, examinations etc. must conform
exactly with the MICL/UL regulations for obtaining “I” Grades. Knowing and implementing these regulations
is the responsibility of each student. All recognized doctors’ and/or bereavement certificates requesting an
“I” Grade for undelivered essays/unattended tests, examinations etc. must be handed in to the Registrar.
“I”Grades awarded for undelivered essays, unattended tests, examinations etc., and all failing grades, may
be cleared only by the assessment procedures linked to the autumn examinations.
In the autumn examinations, 100% of the marks for the module will be available for repeating students (i.e.
no tutorial mark will be counted). Material that was formerly examined by essay will be examined by exam
questions in the autumn examinations which will have 3 questions and last for 135 minutes.
“I” Grade students will take the above examination, answering whatever section(s) they have “I” Grade(s) for
and being marked out of the same percentage of marks as was originally assigned to the section which was
missed; if the “I” Grade is for an undelivered essay, the same topic will be covered by an exam question in
the autumn examinations.
Plagiarism, or any form of unreferenced copying, will be dealt with by the MIC policy on plagiarism.
Students may be asked to submit an electronic copy of any essay which will be screened electronically
through ‘Turnitin’, a plagiarism detection system.
Lectures will take place on:
Monday
10.00 a.m.
T211
Thursday
2.00 p.m.
T118
Thursdays
3.00 a.m.
T118
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Assessment Procedures for EH4727:
Tutorials will begin in Week 3. All students must attend the tutorial group assigned them. Up to 10% of the
total final grade will be awarded to each student attending the tutorial who can demonstrate his/her
knowledge of the assigned tutorial material to the satisfaction of the tutor. Those attending the tutorial
without knowing the assigned material will get no marks. Every student should familiarize herself/himself
with groups, dates, times, places for tutorials.
Monday 9th September to Thursday 17th October will be taught by Dr Eugene O’Brien
(eugene.obrien@mic.ul.ie) . The course is divided into two sections:
Section 1: Structuralism, and Deconstruction
Section 1 will be examined by an Essay for 50% of total final grade will be set by Dr O’Brien during the 11.00
a.m. lecture on Thursday 17th October. There will be a roll call at this lecture. You must be personally
present. This essay, typed in the proper academic format, must be personally handed in before 12.00 p.m.
at the Arts Office (RG1) on Thursday 31st October. Students must hand up the original version of the essay
and keep a copy.
GENERAL ENGLISH DEPARTMENT RULE: Late essays: (a) if submitted within 24 hours of the above deadline,
the essay will forfeit one University grade below the grade awarded the essay by the lecturer; (b) if
submitted within 48 hours of the above deadline, the essay will forfeit two University grades below the
grade awarded the essay by the lecturer. (c) If not submitted within 48 hours of the above deadline, the
essay will not be accepted for grade.
Monday 21st October until Thursday 28th November will be taught by Dr John McDonagh
(john.mcdonagh@mic.ul.ie) . He will deal with Postcolonial theory and literature and
psychoanalysis.
Dr McDonagh’s part of the course (40%) will be examined by a classroom test at the end of the semester, on
Thursday November 28th , where students will answer one question in 45 minutes. This is an official Mary
Immaculate College examination.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Module GY4703
Evolution of the Irish and British Landscape
Bachelor of Education 2
Lecturer: Angela Cloke-Hayes
Room: G60
Phone: (061) 204577
E-mail address: angela.hayes@mic.ul.ie
Office hours: to be announced
Course Outline
This module examines the evolution of the landscapes of Ireland and Britain, firstly in a geological context,
and secondly by focussing on the role of geomorphological processes that have modified and shaped the
landscape. The first part of the module will examine the major mountain building episodes and associated
tectonic processes that have punctuated the geological history of the Irish and British landscapes, providing
the foundations of initial landscapes. The second part of the module will proceed to investigate the earth
surface processes that have sculpted and shaped these landscapes to produce the characteristic landforms
that we observe today. In addition, the general geomorphological principles that determine the nature and
frequency of geomorphological processes will also be discussed.
Learning Outcomes
Upon completion of this module the student should be able to demonstrate that they:
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have an understanding of Earth’s internal structure, plate tectonics and the internal processes that
have influenced the geological evolution of the Irish landscape
can describe key geological events that have occurred during the formation of the Irish landscape
have acquired the skills to describe, identify and classify common igneous, metamorphic and
sedimentary rocks
can describe the morphology of the landscape and the major processes that form it in areas
influenced by fluvial, glacial, periglacial, aeolian and coastal systems
Teaching
2 Lectures (0.45 hours each) per week
Practical/Tutorial (0.45 hours each) per week
Module Assessment
Assessment will take the form of in-course assignments and an end of semester written
examination.
•
Lab exercise
25 %
•
Essay
25%
•
EOS exam
50 %
The module will be repeatable by means of a formal examination worth 100% of the credit, which
will be scheduled in the August (annual repeats) examinations period. I-grade clearance, with a 50%
credit allocation, will be scheduled in both the May and August examinations period.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Referencing Published Material and Plagiarism
Please consult the Mary Immaculate College Student Handbook.
Plagiarism is the presentation, without any form of acknowledgment, the ideas or words of another writer as
if they were your own. Plagiarism is a failing offence.
Reading List:
Books
1. Doyle, P. (1996) Understanding fossils: an introduction to invertebrate palaeontology, Wiley.
2. Fortey, R. (2002) Fossils: The Key to the Past, London, Natural History Museum.
3. Huggett, R.J. (2003) Fundamentals of Geomorphology, London: Routledge
4. Levin, H.L. (2003) The Earth Through Time, 7th ed., Wiley & Sons Inc.
5. Lowe, J.J. & Walker M.J.C. (1984) Reconstructing Quaternary Environments, Longman.
6. Lutgens, F. & Tarbuck, E.J. (2006) Essentials of Geology, 9th ed., Pearson/Prentice Hall.
7. McCabe, M. (2008) Glacial Geology and Geomorphology: The Landscapes of Ireland, Edinburgh:
Dunedin Academic Press.
8. Mitchell, F and Ryan, M. (1997) Reading the Irish Landscape, 3rd ed., Dublin: Town House.
9. Saunders, I and Holland, C. (2008) The Geology of Ireland, 2nd ed., Edinburgh: Dunedin Academic
Press.
10. Stanley, S.M. (2005) Earth System History, 2nd ed., Freeman, New York.
11. Summerfield, M. (2003) Global Geomorphology, Harlow: Pearson Education Limited.
12. Whittow, J.B. (1974) The Geology and Scenery of Ireland, The Chaucer Press.
13. Williams, M. and Harper, D. (2003) The Making of Ireland: Landscapes in Geology, 2nd ed., London:
Immel Publishing.
14. Woodcock, N. and Strachan, R. (2000) Geological History of Britain and Ireland, Oxford: Blackwell.
Journals
1. Geological Magazine - http://geolmag.geoscienceworld.org/
2. Irish Journal of Earth Sciences - http://www.ria.ie/publications/journals/ijes/
3. Journal of the Geological Society, London - http://jgs.geoscienceworld.org/
4. ScienceDirect - www.sciencedirect.com (Earth and Planetary Science Journals)
5. Science - www.sciencemag.org (click on previous issues)
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Useful Websites
http://www.geoschol.com/ - Geoschol
http://www.gsi.ie/ - Geological Survey of Ireland
http://www.scotese.com/Default.htm - Paleomap Project
http://www.ucmp.berkeley.edu/exhibit/geology.html - Earth History
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
IS4713 Celts and Early Christian Ireland
Bachelor of Education 2
Medieval Ireland in Primary School Curriculum: History: (Items in bold are those listed in curriculum to
which this course is particularly relevant.)
Strand:
Local studies
My family
Homes
Games and pastimes in the past
Feasts and Festivals in the past
Buildings, sites or ruins in my locality
My locality through the ages
Story
Stories from the lives of people in the past
Myths and legends
Early peoples
Bronze Age Peoples
And Ancient
Romans
Societies
Celts
Early Christian Ireland
Continuity and
Change over
Time
Food and farming
Clothes
Homes and houses
Transport
Communications
Shops and Fairs
Schools and Education & caring for the sick
However, a knowledge of Celts and Early Christian Ireland is relevant not just to History but also to other
areas in the Irish primary school curriculum as outlined below.
Under SESE curriculum- Geography: the definition of “environment” covers both the impact of
human cultures and economic structures on the physical landscape of a region but also social and
cultural activities in the abstract. Study of Iron Age Celts and Early Christian Ireland are therefore
relevant to the Geography curriculum as well.
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
SESE curriculum – Science (archaeology) includes designing and making; “Involvement in designing
and making activities should awaken an interest in how processes are applied in everyday situations and
how common tools, objects, appliances and machines work”. This is what archaeologists do and to this end,
reference to experimental archaeology involving Celts and Early Christian Ireland are made in the module.
Gaeilge curriculum: the four strands of éisteacht, labhairt, léitheoireacht and scríbhneoireacht are key but
the curriculum promotes both language and cultural awareness and thus a knowledge of Irish as a Celtic
language, ogham as a Celtic alphabet and medieval literature in Irish are all relevant to this curriculum.
The Arts curriculum explores pathways to learning that involve reflection, imagination and sensitivity and
reference is made to topics in the module which seem particularly well suited to literary or dramatic
expression. (See also under assessment).
RE curriculum: the vast majority of Irish saints belong to period AD 400-1200 and are claimed as part of
cultural religious heritage of both the Church of Ireland and Roman Catholic Church.
To some extent, Irish saints have been studied independently of both traditions but instead through the
particular lens of “Celtic Christianity and spirituality”. Reference is made in the module to some of the key
early Irish saints such as Patrick, Brigit, Ciaran of Clonmacnoise and Columba of Iona and their particular
charisms are identified.
Module outline
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Definitions of Celts
Relationships of the Irish language to other Indo-European and Celtic langauges
Continental Celts in the European Iron Age
Iron Age Ireland
The development of the ogham alphabet
Celtic gods and goddesses in Ireland and elsewhere
St Patrick and his world
The high kingship of Tara
Cú Chulainn and the Ulster sagas
Ringforts and domestic life in early medieval Ireland
Early monasteries and monastic culture within Ireland
Christian cultural icons such as the Book of Kells and the Ardagh Chalice
Examples of materials useful for Teaching Practice which are highlighted in the module:
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Gaeilge/History (myth and legend) http://www.bbc.co.uk/northernireland/schools/4_11/cuchulainn/
https://www.youtube.com/watch?v=ymwxK0qwIlI
Geography/Science
https://www.youtube.com/watch?v=pvbiPuDnR6khtt IRON AGE REALITY: LIVING IN THE PAST
(1978 – yr living as Iron Age Celts in Dorset, England)
ART
http://www.100objects.ie/portfolio-items/tara-brooch-2/
Faculty of Education, MIC – B.Ed. 2 Handbook
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BED Year 2
Field work

Self regulated visit to Hunt Museum – to design a “loan box” for teaching classes on the Celts (10%)
Assessment
Hunt Museum Iron Age exhibits used to create “loan box” - due into Arts Office 26th September
2014 – 10%
Accurate drawing of Munster Celtic warrior of AD 100 using evidence from archaeological finds. 10th
October 2014 – 10%
Create drama outline/write story for episode which describes life on Irish ringfort c. AD 700-800. 21st November – 20%
Cross ONE curricular summary outlining the medieval information you would use in creating a lesson
plan on the topic of your choice from the following list: (60% - due into Arts Office 12th December 2014)
- Iron Age in Ireland OR Wales OR Scotland OR Brittany
- Cú Chulainn
- St Patrick
- High kings of Ireland
- Ardagh Chalice
With regard to curricular summary – your submission should be of approximately 1500 words length. It
should be written in an essay style and:
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It should make reference to the time period being discussed
It should have reference to the locations in Ireland/Europe in which your chosen topic is situated
and to the physical environment(s) involved.
It should make reference to the characteristic settlement types associated with your chosen topic.
It should make reference to the language(s) spoken by the people involved.
This information should draw on at least one textbook from the given bibliography on your chosen
topic as well as at least one article from the weekly readings provided. Such material should be
footnoted or referenced with Harvard system.
Bibliography: general textbooks
1. T.W. Moody & F X Martin, The course of Irish history rev ed (Cork 2001: Mercier Press)
2. Michael Ryan Irish archaeology illustrated (Dublin 1994)
3. Muireann Ní Bhrolcháin, An introduction to early Irish literature (Dublin 2009) – digital edition
available on Amazon
4. Thomas O’Loughlin, St Patrick – the man and his works (London 1999) – digital edition available on
Amazon
Course Leader:
Dr. Catherine Swift,
Email: catherine.swift@mic.ul.ie
Phone: 061 204382
Office: M104
Faculty of Education, MIC – B.Ed. 2 Handbook
Page 105
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