Courses :: Module, CURRICULUM, METHODOLOGY, ASSESSMENT AND DIGITAL SKILLS

	Overview
	This module aims to further develop students' understanding of the principles, aims and key methodologies of national curricula /curriculum frameworks. Emphasis is placed on middle and senior primary classes so the student teachers can implement a range of methodologies to achieve planned outcomes creatively in the curricular areas of Wellbeing, Arts Education and Social and Environmental Education in an inclusive Froebelian learning environment. Principles and practices of assessment will be developed and critiqued. This module also aims to develop student teachers� digital confidence and competence through opportunities to experiment with and explore new and emerging technologies for teaching, learning and assessment for all learners. It seeks to foster a creative mindset and develop critical awareness of how digital skills and technologies can be integrated in the classroom. It aims to help student teachers conduct and apply relevant research as appropriate to their teaching context identifying, critically analysing and integrating new knowledge regarding curriculum, pedagogy and assessment into their practice and to engage in critical reflection on their practice and programme of study and how both inform and shape each other. Module Content: A practical workshop approach across the curricular areas of Visual Arts, Music, Drama, PE, SESE, SPHE and Digital Learning will include opportunities to creatively employ a range of methodologies using an integrated approach. Multimedia resources and school learning platforms will be explored. Topics such as Assistive Technology (AT), coding and computational thinking are featured. Digital Safety is also a particular focus of the module to raise awareness of issues such as cyberbullying. Through the enactment of a small-scale action research project during extended School Placement, student teachers as researchers will enhance their skills as critical, reflective practitioners. Student teachers will be supported to engage with educational action�research on a�targeted component�of their own practice,�and plan�in collaboration with the Treora� in their placement setting. The module will cover matters such as the principles of action research, ethical considerations,�critical reflection,�researcher reflexivity, strategies for data collection and analysis, and other topics designed to develop the necessary rigour required for enhancing practice through classroom-based research.

Overview

This module aims to further develop students' understanding of the principles, aims and key methodologies of national curricula /curriculum frameworks. Emphasis is placed on middle and senior primary classes so the student teachers can implement a range of methodologies to achieve planned outcomes creatively in the curricular areas of Wellbeing, Arts Education and Social and Environmental Education in an inclusive Froebelian learning environment. Principles and practices of assessment will be developed and critiqued.

This module also aims to develop student teachers� digital confidence and competence through opportunities to experiment with and explore new and emerging technologies for teaching, learning and assessment for all learners. It seeks to foster a creative mindset and develop critical awareness of how digital skills and technologies can be integrated in the classroom.

It aims to help student teachers conduct and apply relevant research as appropriate to their teaching context identifying, critically analysing and integrating new knowledge regarding curriculum, pedagogy and assessment into their practice and to engage in critical reflection on their practice and programme of study and how both inform and shape each other.

Module Content:

A practical workshop approach across the curricular areas of Visual Arts, Music, Drama, PE, SESE, SPHE and Digital Learning will include opportunities to creatively employ a range of methodologies using an integrated approach. Multimedia resources and school learning platforms will be explored. Topics such as Assistive Technology (AT), coding and computational thinking are featured. Digital Safety is also a particular focus of the module to raise awareness of issues such as cyberbullying.

Through the enactment of a small-scale action research project during extended School Placement, student teachers as researchers will enhance their skills as critical, reflective practitioners. Student teachers will be supported to engage with educational action�research on a�targeted component�of their own practice,�and plan�in collaboration with the Treora� in their placement setting. The module will cover matters such as the principles of action research, ethical considerations,�critical reflection,�researcher reflexivity, strategies for data collection and analysis, and other topics designed to develop the necessary rigour required for enhancing practice through classroom-based research.

	Learning Outcomes
	On successful completion of the module, students should be able to: integrate relevant principles and theories of education, in the context of the relevant curriculum/syllabus, using well-developed skills of enquiry, to inform their professional practice access, develop, adapt and use a variety of curriculum resources and materials and employ relevant technical knowledge and skills of a range of digital technologies (including multi-media resources and assistive technology) effectively to facilitate�teaching, learning and assessment practices for all pupils use a range of strategies to support, monitor and assess pupils� approach to learning and their progress � including effective feedback strategies demonstrate best practice on cyber-ethics including issues of privacy, information security, copyright and on-line safety and understand the complex interplay between technology and society engage in Taisce e-portfolio-based learning develop an individual interest in a particular aspect of teaching and learning and deepen their knowledge of one specific component of their practice through action�research in the primary classroom become familiar with a range of strategies for data gathering and analysis in classroom-based educational research and to conduct and write up an action-research dissertation project, based on their school placement experience meet the necessary�professional ethical�standards required when conducting research with and about children, in keeping with existing policy and university guidelines on GDPR and�statutory frameworks in relation to child protection

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Department of Education & Science (2015)�Digital Strategy for Schools 2015-2020. [online] available at https://www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/#digital-strategy-for-schools-2015-2020 (accessed on 13.12.2021). Department of Education & Science (1999) Primary School Curriculum, Dublin: Stationery Office. Hamilton, E., Rosenberg, J. and Akcaoglu, M. (2016) The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends: Linking Research and Practice to Improve Learning, 60(5), 433-441. McNiff, J. & Whitehead, J. (2010).�You and your Action Research Project.�London: Routledge. NCCA (2020) Draft Primary Curriculum Framework [online] available at https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf (accessed 7.12.2021). Pollard, A. 2nd ed (2014) Readings for Reflective Teaching in Schools. London: Continuum. Sullivan, B., Glenn, M., Roche, M. and McDonagh, C. (2016) Introduction to Critical Reflection and Action for Teacher Researchers.�London: Routledge. Thomas, G. & Pring, R. (Eds.) (2009)�Evidence-Based Practice in Education.�New York: Open University Press.

Additional Reading

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CURRICULUM, METHODOLOGY, ASSESSMENT AND DIGITAL SKILLS

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