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PLACEMENT LEARNING

Module code: EDF601
Credits: 25
Semester: Year-Long
Department: FROEBEL EDUCATION
International:
Coordinator: S�amie O'Neill (FROEBEL EDUCATION)

	Overview
	Module Overview: This module is designed to provide student teachers with a solid foundation of high-level beginning knowledge, skills, and professional values critical to the success of school placement. It will also equip students in how cultivate a democratic responsibility to the inclusion of children who have special needs and to prepare students for inclusive teaching. The Early Childhood Education element of this module is designed to give the students a deep and meaningful understanding of the frameworks and Curriculum that underpin both their teaching practice and their professional identity. This module has three main elements: Element 1: Placement Learning to prepare students for school placements Element 2: Inclusive Education Element 3: Early Childhood Education Element 1 School placement is a central feature of the B Ed initial teacher education programme. With a clear focus on the early years of the primary school, this module is designed to prepare and equip student teachers for school placement in Semester 1 and Semester 2. In Semester 1 students will be placed in an infant setting to observe one day a week. They will also under a 3-week block placement in the same infant class. In Semester 2, students will be placed for three weeks in a 1st or 2nd class setting, one week in a Gaelscoil setting and undertake an Alternative Service Placement (ASP). In Semester 2, students will critically examine the DEIS Plan which sets out the Department of Education and Skill�s vision for the provision of better opportunities for those in communities at risk of disadvantage and social exclusion. A Home School Liaison Teacher from a partner school will present to the students based on their questions and gaps in their knowledge. Element 2: Inclusive Education This module critically examines bias with regards to disability and fosters positive attitudes to inclusion. It examines the landscape of Inclusion across the Irish context. It encourages students to critically analyse theoretical and pedagogical principles and strategies of teaching, learning and assessment in providing effective, enriching and inclusive assessment, teaching and learning for children with diverse needs and abilities. This module supports student teachers in assessing, profiling and planning, using strengths-based approaches, to meet the needs of neurodiverse pupils. Element 3: Early Childhood The Early Childhood Education element of this module is designed to give the students a deep and meaningful understanding of the frameworks and Curriculum that underpin both their teaching practice and their professional identity. Methods of data collection to build a holistic picture of a child�s development are explored to enable the students to analyse and reflect on each child�s learning dispositions, skills and knowledge.

Overview

Module Overview: This module is designed to provide student teachers with a solid foundation of high-level beginning knowledge, skills, and professional values critical to the success of school placement.
It will also equip students in how cultivate a democratic responsibility to the inclusion of children who have special needs and to prepare students for inclusive teaching.
The Early Childhood Education element of this module is designed to give the students a deep and meaningful understanding of the frameworks and Curriculum that underpin both their teaching practice and their professional identity.

This module has three main elements:
Element 1: Placement Learning to prepare students for school placements
Element 2: Inclusive Education
Element 3: Early Childhood Education

Element 1
School placement is a central feature of the B Ed initial teacher education programme.
With a clear focus on the early years of the primary school, this module is designed to prepare and equip student teachers for school placement in Semester 1 and Semester 2.

In Semester 1 students will be placed in an infant setting to observe one day a week. They will also under a 3-week block placement in the same infant class. In Semester 2, students will be placed for three weeks in a 1st or 2nd class setting, one week in a Gaelscoil setting and undertake an Alternative Service Placement (ASP).
In Semester 2, students will critically examine the DEIS Plan which sets out the Department of Education and Skill�s vision for the provision of better opportunities for those in communities at risk of disadvantage and social exclusion. A Home School Liaison Teacher from a partner school will present to the students based on their questions and gaps in their knowledge.

Element 2: Inclusive Education

This module critically examines bias with regards to disability and fosters positive attitudes to inclusion. It examines the landscape of Inclusion across the Irish context. It encourages students to critically analyse theoretical and pedagogical principles and strategies of teaching, learning and assessment in providing effective, enriching and inclusive assessment, teaching and learning for children with diverse needs and abilities. This module supports student teachers in assessing, profiling and planning, using strengths-based approaches, to meet the needs of neurodiverse pupils.

Element 3: Early Childhood

The Early Childhood Education element of this module is designed to give the students a deep and meaningful understanding of the frameworks and Curriculum that underpin both their teaching practice and their professional identity. Methods of data collection to build a holistic picture of a child�s development are explored to enable the students to analyse and reflect on each child�s learning dispositions, skills and knowledge.

	Learning Outcomes
	On successful completion of the module, students should be able to: Plan, teach, and evaluate lessons on school placement and implement a range of methodologies and Froebelian approaches to achieve planned learning outcomes. Review, source, select, and use appropriate resources and materials for teaching and learning. Demonstrate ability to establish classroom-management strategies that support suitable and effective learning for all pupils and that promote and maintain positive behaviour. Identify and utilise planning practices with a specific emphasis on project methods, integration of subjects, and group teaching practices. Assess the achievement of curriculum objectives and adapt their teaching accordingly, Individually, and in collaboration with colleagues, reflect on their attitudes, and beliefs about teaching and learning, and Alternative Service Placement, which inform and guide their professional practice. Organise and maintain a digital School Placement folder for planning purposes. Demonstrate the ability to use appropriate data-collection tools to identify dispositions, skills, and attitudes of children from Junior Infants to 2nd Class by undertaking a case study and conducting a variety of observations on one child. Relate theories of early-childhood development to children from Infant to 2nd Class to help develop strategies to encourage each child to learn to their best ability. Demonstrate an ability to plan, critically reflect upon, and evaluate strategies and planning systems in line with the Aistear framework, S�olta framework, and the Primary School Curriculum.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): The final grade for this Module is generated from a combination of Element 1: School Placement (15 credits) And Element 3: Early Childhood - Portfolio Child Study (10 credits) Pass grade: 40% One overall Grade for SP is generated as follows: October Placement P/NP on performance and file. January Placement Graded - performance 100% and file 100% Overall SP grade is derived from a weighted mark of 70% performance and 30% file It is a requirement of this module that all file and performance elements are passed separately and that all elements of School Placement are successfully completed. It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. Classroom Performance and File Preparation must be passed independently. Where there is a not pass for Classroom Performance or File Preparation, or both, one supplemental SP is allowed. It is the student�s responsibility to source supplemental placements. Where students (a)do not complete the required number of days on placement or (b) withdraw from placement or (c) are withdrawn by the Froebel Department from placement, they are required to undertake a supplemental placement either (a) after the summer exams in the same academic year, if time allows or (b) in the next academic year. Students are expected to abide by the guidelines outlined in the Froebel School Placement Handbook and have due regard for the core values and professional commitments as set out in Teaching Council�s Code of Professional Conduct for Teachers. Should COVID 19 Restrictions remain in place, students may have a limited School Placement Experience. Due to Covid-19 Restrictions, SP supervisors may not be allowed to visit schools Following SP, the student teacher will participate in a post SP interview with their supervisor to ensure that all areas of Performance were satisfactory.
Other detail(s): SP in the infant setting is assessed on a pass/not passed basis. SP in 1st/2nd class is graded, based on performance and file. It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. Progression on School Placement: Students who fail either/both elements of school placement i.e performance and/or file must undertake a repeat placement. However, permission to undertake a repeat School Placement will be at the discretion of the relevant Examinations Boards. One additional placement is normally provided to students who fail a School Placement. The final overall mark for the School Placement is derived from a weighted mark of 70% for classroom performance and 30% for file preparation. It is a requirement of this module that students independently pass both the performance and file elements of each school placement block. The overall mark for this module is derived from a weighted mark of 80% for School Placement and 20% for the Child Study portfolio assignment. To progress to EDF620 all elements of EDF601 must be passed.

Assessment type	Options	Weighting
Continuous Assessment		100%
University scheduled written examination	No	0%
Other		0%
Total		100%

Pass standard: 40%
Could the result of this module be capped? No
Satisfactory attendance is a requirement of this module

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Supplemental assignment. Supplemental school placement.

	Additional Reading
	Elements 1 and 3 Arthur, L. (2010) The Early Years Learning Framework Building Confident Learners, Research in Practice Series. 17 (1). Early Childhood Australia. Carr, M. (2006) Learning dispositions and key competencies: a new curriculum continuity across the sectors? Early Childhood Folio. 10, 21+. New Zealand Council for Educational Research. Cohen, L., Mannion, L & Morrison, K. (2010) A guide to Teaching Practice. 5th Edition. London: Routledge Publishers. Department of Education & Science (1999) Primary School Curriculum. Dublin: Stationery Office. Department of Education & Skills (2017) DEIS � Delivering Equality of Opportunity in Schools. DES: Stationery Office. Farmer, T.W., McAuliffe, M., & Hamm, J.V. (2011) Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology. 32, 247-256. Elsevier Inc. Forman, G. & Hall, E. (2013) Wondering with Children: The Importance of Observation in Early Education. Learning Landscapes. 7(1), 187-202. Pollard, A. (2014) Readings for Reflective Teaching in Schools. 2nd Edition. London: Bloomsbury. Pollard, A. (2019) Reflective Teaching in Schools. 4th Edition. London: Bloomsbury. Pollard, A. (2021) Reflective Teaching in Early Education. 2nd Edition. London: Bloomsbury. Sahlberg, P. (2020) Let the Children Play. Oxford: Oxford University Press. Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis. Element 2 Florian, L., Ed (2014) The SAGE Handbook for Special Education Two Volume Set - Second Edition, Sage Publications. Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity (2nd Ed.). Buckingham: Open University Press. Griffin, S. and Shevlin, M. (2011) Responding to Special Educational Needs � An Irish Perspective (2nd Ed.). Dublin: Gill & Macmillan. Graham, L. (2020) Inclusive Education for the 21st Century: Theory, Policy and Practice, London, Routledge Lewis, A. and Norwich B. Eds. (2004) Special Teaching for Special Children: A Pedagogy for Inclusion. (Inclusive Education) Maidenhead: Open University Press. Vaughn, S., Bos, C., and Schumm, S.J. (2010) Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom. International (6th Ed.). Pearson Education. Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis.

Additional Reading

Elements 1 and 3

Arthur, L. (2010) The Early Years Learning Framework Building Confident Learners, Research in Practice Series. 17 (1). Early Childhood Australia.

Carr, M. (2006) Learning dispositions and key competencies: a new curriculum continuity across the sectors? Early Childhood Folio. 10, 21+. New Zealand Council for Educational Research.

Cohen, L., Mannion, L & Morrison, K. (2010) A guide to Teaching Practice. 5th Edition. London: Routledge Publishers.

Department of Education & Science (1999) Primary School Curriculum. Dublin: Stationery Office.

Department of Education & Skills (2017) DEIS � Delivering Equality of Opportunity in Schools. DES: Stationery Office.

Farmer, T.W., McAuliffe, M., & Hamm, J.V. (2011) Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology. 32, 247-256. Elsevier Inc.

Forman, G. & Hall, E. (2013) Wondering with Children: The Importance of Observation in Early Education. Learning Landscapes. 7(1), 187-202.

Pollard, A. (2014) Readings for Reflective Teaching in Schools. 2nd Edition. London: Bloomsbury.

Pollard, A. (2019) Reflective Teaching in Schools. 4th Edition. London: Bloomsbury.

Pollard, A. (2021) Reflective Teaching in Early Education. 2nd Edition. London: Bloomsbury.

Sahlberg, P. (2020) Let the Children Play. Oxford: Oxford University Press.

Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis.

Element 2

Florian, L., Ed (2014) The SAGE Handbook for Special Education Two Volume Set - Second Edition, Sage Publications.

Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity (2nd Ed.). Buckingham: Open University Press.

Griffin, S. and Shevlin, M. (2011) Responding to Special Educational Needs � An Irish Perspective (2nd Ed.). Dublin: Gill & Macmillan.

Graham, L. (2020) Inclusive Education for the 21st Century: Theory, Policy and Practice, London, Routledge

Lewis, A. and Norwich B. Eds. (2004) Special Teaching for Special Children: A Pedagogy for Inclusion. (Inclusive Education) Maidenhead: Open University Press.

Vaughn, S., Bos, C., and Schumm, S.J. (2010) Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom. International (6th Ed.). Pearson Education.

Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis.

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PLACEMENT LEARNING

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