Bachelor of Education Degree 2012-2013 - St. Patrick's College - DCU

Coláiste Phádraig 

Droim Conrach 

Baile Átha Cliath 9 

St Patrick’s College 

Drumcondra, Dublin 9 

Bachelor of Education Degree 

An Chéim Baitsiléir Oideachais 

2012-2013

COLÁISTE PHÁDRAIG, DROIM CONRACH, BAILE ÁTHA CLIATH 9, ÉIRE 

(COLÁISTE DE CHUID OLLSCOIL CHATHAIR BHAILE ÁTHA CLIATH) 

AN CHÉIM BAITSILÉIR OIDEACHAIS 

BACHELOR OF EDUCATION DEGREE 

2012/2013 

ST PATRICK’S COLLEGE, DRUMCONDRA, DUBLIN 9, IRELAND 

(A COLLEGE OF DUBLIN CITY UNIVERSITY)

2 De réir comhaontú nascála institiúide (1993, athbhreithnithe 2008), tá Coláiste 

Phádraig ainmnithe mar Choláiste de chuid Ollscoil Chathair Bhaile Átha Cliath 

agus tá mic léinn an Choláiste ina mic léinn de chuid na hOllscoile. Mic léinn a 

dhéanann cúrsaí de chuid an Choláiste atá leagtha síos a chríochnú go sásúil, 

bronnann an Ollscoil céimeanna, dioplómaí agus teastais orthu de réir na gcúrsaí 

sin. 

In accordance with an institutional linkage agreement (1993, revised 2008), St 

Patrick's College is designated a College of Dublin City University and students of 

the College are students of the University. Students who satisfactorily complete 

prescribed College courses are conferred with appropriate degrees, diplomas and 

certificates by the University.

Contents 

Introduction 4 

Degree Structure 5 

Overview of BEd Programme 7 

Entry Requirements 8 

Selection Process 9 

How to Apply 10 

Higher Education Access Route (HEAR) 11 

Deferred Entry 12 

Proficiency in Spoken Irish 13 

Fitness to Practise 13 

Student Accommodation 14 

Education 15 

Foundations in Humanities and Science 37 

Major Specialisms 41 

Biology and Science Education 41 

Early Childhood Education 42 

English 43 

French 44 

Gaeilge 45 

Geography 46 

History 47 

Human Development 48 

Mathematics 49 

Music 50 

Physical Education 51 

Religious Studies 52 

Special and Inclusive Education 53 

Minor Specialisms 54 

Certificate in Religious Studies 55 

3

BEd Bachelor of Education Degree / An Chéim Baitsiléir Oideachais 2012/2013 

PD 101 BACHELOR OF EDUCATION DEGREE COURSE 

4 

The Bachelor of Education degree is a four-year Honours level 8 programme. 

It prepares students for a career in primary teaching and is recognised as a 

professional qualification by the Teaching Council of Ireland. The programme 

is designed to enable students become skilled, creative and knowledgeable 

professionals. As newly qualified teachers, graduates will be ready to handle 

the complex, challenging and ever-changing primary education environment. 

Delivered mainly through seminars, lectures, workshops and tutorials, with 

some online learning, the programme includes modules in Education and 

Specialist Subjects of a student’s choice, as well as thirty weeks on School 

Placement and four weeks on Gaeltacht Placement. 

All students may concurrently follow a College Certificate in Religious Studies 

programme. 

PD 101 AN CHÉIM BAITSILÉIR SAN OIDEACHAS 

Is céim onóracha bhaitsiléara ag leibhéal a hocht é an Chéim Baitsiléir san 

Oideachas agus maireann an cúrsa ar feadh ceithre bliana. Ullmhaítear na 

mic léinn le tabhairt faoi ghairm bheatha mar mhúinteoir bunscoile agus tá 

aitheantas faighte ag an gcéim ó Chomhairle Mhúinteoireachta na hÉireann. 

Tá an clár leagtha amach le go gcríochnóidh na mic léinn mar ghairmithe 

oilte, cruthaitheacha agus eolacha. Mar mhúinteoirí nuacháilithe, beidh siad 

in ann timpeallacht dúshlánach, chasta agus inathraithe an bhunoideachais a 

láimhseáil. Is le seimineáir, léachtanna, ceardlanna, teagascóireacht agus 

foghlaim ar-líne a tugtar an chéim. Tá modúil ann san Oideachas agus i 

sainábhair a roghnaítear ag an mac léinn féin chomh maith le tríocha 

seachtain de Shocrúchán Scoile agus ceithre sheachtain de Thréimhse 

Ghaeltachta. 

Is féidir le gach mac léinn Teastas de chuid an Choláiste sa Léann 

Reiligiúnach a dhéanamh ag an am céanna.


Degree Structure 

Year One 

Education: 

Students study Education Modules, and 

undertake 3 weeks of School Placement and 

a 2-week Gaeltacht Placement. 

Foundations in 

Humanities 

and Science: 

Year Two 

Students choose three (5-credit) modules 

from the following: Biology and Science 

Education (BaSE), English, French, Gaeilge, 

Geography, History, Mathematics, Music, 

Religious Studies. Some restrictions on 

subject combinations will apply owing to 

timetabling constraints. 


Students study Education Modules, and 

undertake a 5-week School Placement and a 

2-week Gaeltacht Placement. 

Major Specialism: Major Specialisms are available in 

Education, Humanities and Science. Students 

choose one of the three Foundation options 

taken in Year One, or select an option from 

Education specialisms in Early Childhood 

Education, Physical Education, Human 

Development or Special and Inclusive 

Education. 

5 

Year Three 


Major Specialism: 

Minor Specialism: 

Year Four 


Students study Education Modules and 

undertake a 12-week School Placement in 

semester 1. 

Students continue with the specialism taken 

in Year Two. 

Students select one minor specialism in 

Education. These vary from year to year. 

Students study Education Modules and 

undertake a 10-week School Placement in 

Semester 2.


Year Four (continued) 

Major Specialism: Students continue with the specialism taken 

in Year Three. 

6 

Minor Specialism: Students continue with the specialism 

selected in Year Three. 

The availability of any subject or option within it will depend on a 

minimum enrolment. A maximum enrolment may apply to some 

subjects or to some options within subjects. Not all optional courses 

within subjects will be offered each year. The courses described in this 

booklet may be subject to change. 

European Credit Transfer System (ECTS) 

ECTS credits reflect the workload a typical student needs to complete in 

order to achieve the expected learning outcomes in a programme, 

subject or module. This workload includes lectures, seminars, 

workshops, laboratory sessions, fieldwork, private study, examinations 

and other assessments. 

One credit represents a total student workload of 25 hours. The total 

workload for a full-time academic year is normally 60 credits. The 

credits listed in this booklet are ECTS credits. 

Assessment 

Written and, where appropriate, oral examinations are held at the end 

of each semester/year. Marks may also be assigned for 

written/practical/tutorial work during the course. A pass in School 

Placement is essential for the award of the Degree. 

Details of Marks and Standards are displayed on the College notice 

board and /or the College website. 

Age limits for Entry 

Applicants must be at least 16 years of age on the 15th January of the 

year of entry.


Overview of BEd Programme and ECTS Credit Allocation 

Year 

ECTS 

Taught modules 

40 

Education 

School Placement: Three weeks 

5 

1 

Foundations in 

Humanities and 

Science 

1 Gaeltacht Placement: Two weeks (integrated with Gaeilge modules) 

5 credits in each of 3 of the following: Biology and Science Education 

(BaSE) 2 , English, French, Gaeilge, Geography, History, Mathematics, 

Music, Religious Studies 3 . (Please note: Some constraints on subject 

choice apply for timetabling reasons) 

15 

7 

Subtotal 

60 


38 

2 


School Placement: Five-week block 

1 Gaeltacht Placement: Two weeks (integrated with Gaeilge modules) 

8 

Major Specialism 

Students choose one of the three Humanities/Science subjects studied in 

Year 1 or an Education specialism 

14 

Subtotal 

60 

3 




School Placement: Twelve weeks (Semester 1) 

Students continue with the major specialism selected in Year 2 

30 

17 

10 

Minor Specialism 

Students select one minor specialism from a range on offer 

3 

Subtotal 

60 

4 



Minor Specialism 


School Placement: Ten weeks (Semester 2) 

Students continue with the major specialism selected in Year 2 

Students continue with the minor specialism selected in Year 3 

Subtotal 

Total 

34 

20 

3 

3 

60 

240 

1 All students in Colleges of Education are 

required by the Department of Education & 

Skills to attend a residential course in the 

Gaeltacht. It should be noted that this is a 

compulsory part of the course. From the 

start of the 2012/13 academic year, the cost of 

this compulsory course will no longer be met by 

the Department of Education & Skills. 

2 Biology and Science Education may be First 

Year only subject and may not be available in 

Second year as a Major specialism. 

3 Subject choice available in Foundations in 

Humanities and Science: 

Three subjects from 

1. English 

2. Gaeilge 

3. History or Mathematics or Music or 

Biology and Science Education (BaSE) 

4. French or Geography or Religious 

Studies


8 

Minimum Entry Requirements 

Leaving Certificate 

• Grade C3 Higher Level in not fewer than three subjects, 

• Grade D3 in three other subjects, 

• Grade C3 in Higher Level Irish, 

• Grade C3 in English Ordinary Level or D3 Higher Level, 

• Grade D3 in Mathematics (either Ordinary or Higher Level). 

Applicants apply on one single Leaving Certificate only but the three 

qualifying subjects of Grade C3 in Higher Level Irish and the grades in 

English and Mathematics may be achieved in other Leaving Certificate 

examination(s) but will not be counted for points. 

General Certificate in Education (United Kingdom and Overseas) 

Minimum requirements at GCSE and GCE AS and A Level Examinations 

(School Leavers and Mature Students): 

• Six subjects must be presented, at least three subjects at GCE A Level and 

the remaining subjects at GCE AS or GCSE Level. The six subjects must 

include Irish, English and Mathematics. 

• A subject may be counted from only one of the examinations, GCSE, GCE 

AS Level or GCE A Level. 

• Only subjects taken at one sitting of a particular examination, GCSE, GCE 

AS Level or GCE A Level, will be accepted. Examinations taken in the 

same academic year are regarded as the same sitting. 

Minimum Grades Required 

• Irish: Grade C at GCE A Level; 

• English: Grade C at GCSE Level in both English and English Literature, or 

Grade B at GCSE Level in either; 

• Mathematics: Grade D at GCSE Level in Additional Mathematics or Grade 

A at GCSE Level in Mathematics; 

• Grade C at GCE A Level in two further subjects; 

• Grade C in one other subject at GCSE Level.


Selection Process 

Leaving Certificate 

Applicants are placed in order of merit based on their six best subjects in one 

sitting of the Leaving Certificate examination, on the basis of the following 

points system: 

9 

From 2012 on a pilot basis, 25 bonus points will be added to the Leaving 

Certificate Higher Level Mathematics points score for Grade D3 or above. 

General Certificate in Education 

(2006 onwards) 

Having satisfied the entry requirements and subject entry requirements 

candidates are ranked for admission on the basis of a score calculated on the 

basis of either: 

• The best four GCE A level grades from one academic year or 

• The best three GCE A level grades from one year plus one AS level grade 

in a different subject from the same or preceding year only 

The points that apply to each grade (from 2010) are indicated in the 

following table: 

Grade A A B C D E 

A Level 150 135 120 100 75 40 

AS Level 65 60 50 35 20 

From 2012 on a pilot basis, 25 bonus points will be added for one A level 

Mathematics subject. 

Leaving Certificate Vocational Programme 

St Patrick's College awards points as set out below for results in Leaving 

Certificate Vocational Programme Link Modules, in place of a sixth Leaving 

Certificate subject: 

Distinction 70 Merit 50 Pass 30 

The Link Modules will not qualify as a subject for Matriculation purposes.


How to Apply 

Applicants (other than Mature Applicants) must apply directly to the Central 

Applications Office (CAO). Application literature is available from CAO, 

Tower House, Eglinton Street, Galway. 

Tel: (091)-509800; Fax: (091)-562344, Web address: www.cao.ie 

10 

CAO Course Code: PD 101 

Iarrthóirí Gaeltachta Amháin 

Cód CAO an Chúrsa: PD 102 

Sna Coláistí Oideachas, is féidir suas go 10% de na h-áiteanna ar na cúrsaí 

múinteoireachta sa bhunoideachas, a bheith curtha in áirithe d’iarratasóirí 

Gaeltachta. Caithfidh an t-iarratasóir a bheith ina c(h)ónaí in áit atá 

ainmnithe go hoifigiúil mar Ghaeltacht agus caithfear a bheith in ann a 

dheimhniú gurb í an Ghaeilge gnáth-theanga bhaile an iarratasóra. 

Féadann iarratasóirí Gaeltachta iarratas a chur isteach ar PD101 agus 

PD102 araon, más mian leo. 

Is féidir go ndéanfaí athbhreithniú ar próiseas na critéar agus ar an próiseas 

imeachta um fhíorú agus go gcuirfí próiseas nua i bhfeidhm roimh thús an 

phróisis CAO don bhliain acadúil 2013 / 2014. 

Mature Students 

Mature students may apply directly to the College. Mature students must be 

23 years of age or more on 1st January in year of entry. Application forms 

are available in mid February 2013 and completed application forms should 

be returned by 2nd April 2013. Interviews and oral Irish tests are normally 

held in May and applicants who are invited for general interview and oral 

Irish test will be notified by letter of their result by the end of June. 

Please note that mature students may apply for primary teaching either 

through the CAO system or through the mature students competition or both.


Higher Education Access Route (HEAR) 

The Higher Education Access Route (HEAR) is a third level admissions scheme 

for school leavers from socio-economically disadvantaged backgrounds. 

HEAR has been established by a number of Higher Education Institutions 

based on clear evidence that socio-economic disadvantage has a negative 

impact on educational achievement at school and progression to higher 

education. 

School leavers who provide satisfactory evidence relating to their socioeconomic 

circumstances and meet the Irish Leaving Certificate matriculation/ 

minimum entry and subject requirements are eligible to compete for a quota 

of places allocated to applicants on a reduced points basis in St Patrick’s 

College. 

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Who should apply to HEAR? 

HEAR is for school leavers (under 23 years old as of 1 January 2013). 

Mature and FETAC students have different admission routes. 

Information on these routes is available from the Admissions 

Office/Mature Students Office 

How to apply to HEAR? 

1 Apply online to CAO by 17:15 on 1 February 2013. 

2 No later than 17:15 on 1 March 2013, you must indicate in your 

CAO application that you wish to apply for the HEAR scheme 

and you must fully and correctly complete all elements of the 

HEAR form (the HEAR form is a part of your CAO application). 

3 Submit relevant evidence in support of your application to arrive 

at CAO no later than 17:15 on 1 April 2013. 

HEAR applications can only be made online at www.cao.ie. 

Further information on HEAR is available from your school Guidance 

Counsellor or Vivienne Byrne, Access Officer, 

email: vivienne.byrne@spd.dcu.ie or 

Tel: 01 884 2169 

www.accesscollege.ie 

www.cao.ie 

www.spd.dcu.ie/access


Condition of a HEAR Offer 

Students who receive a HEAR offer must attend an orientation 

programme before the first semester. 

12 

Students who accept places in St Patrick’s College through HEAR are 

offered a variety of academic, personal and social supports while 

studying at third level. 

Details of post-admission supports for HEAR entrants can also be 

found on: 

Deferred Entry 

www.accesscollege.ie 

www.spd.dcu.ie/access 

An applicant who is offered a place may defer entry for only one year under 

certain circumstances. The following procedures apply: 

On receipt of offer notice from the CAO: 

• The applicant should not accept the offer. 

• Write or email (admissions.office@spd.dcu.ie) immediately to the 

Admissions Office setting out the reason(s) for the request. Give your 

name as it appears on your CAO application, quote your 2013 CAO 

application number and the course code of the offer you wish to defer. 

Mark “Deferred Entry” clearly on the envelope or in the subject line of 

your email. 

• The letter or email must arrive in the Admissions Office at least two days 

before the “Reply Date” shown on the CAO Offer Notice. 

• The College will communicate the decision to the applicant. If the deferral 

is not granted, the offer may still be accepted for the current year. 

• In order to take up the deferred place, the applicant must reapply through 

the CAO by the 1st February in the succeeding year, placing the deferred 

course as their one and only choice on the CAO Application Form. If an 

applicant fails in either respect, the deferral guarantee is forfeited and an 

applicant enters the competition for places in the normal way.


Proficiency in Spoken Irish 

1. Gaeltacht Course – Attendance and Cost: All students are required to 

attend a residential course in the Gaeltacht. It should be noted that this is a 

compulsory part of the course. From the start of the 2012/13 academic 

year, the cost of this compulsory course will no longer be met by the 

Department of Education & Skills. 

2. Oral Irish Test – In addition, applicants should note that students will be 

subject to an oral Irish test at the end of their first year of initial teacher 

education, and must pass this test in order to continue to the second year of 

the course. Students who fail this oral Irish test may, at the discretion of the 

College, be allowed to repeat the test. 

13 

Fitness to Practise 

1. Garda Vetting – Before a College can complete a student registration; all 

incoming teacher education students are required to undergo a process of 

Garda vetting in order to establish whether they have any convictions or 

criminal charges pending. Where this process confirms the existence of such, 

the matter is referred to a Vetting Committee within the College which decides 

whether the student can continue with his/her programme of study. 

2. Medical Requirements – All incoming teacher education students are 

required to complete a medical information form, indicating whether they 

have any significant ongoing illnesses or disabilities which might adversely 

impact their capacity to meet the requirements of the course, including School 

Placement. Entrants who declare health conditions, disabilities or 

psychological conditions will be assessed on an individual basis to evaluate 

whether, with reasonable accommodations, they would have the ability to 

undertake the demands of the programme. Individuals will not be excluded 

on the grounds that they possess a particular condition or disability if it is 

deemed likely that it would be possible for that person to fulfil the 

requirements of the course with reasonable accommodation(s). The College 

will advise students as to the procedure to be followed in this regard.


Student Grants 

A new online only grant applications system is being introduced for 2012. All 

new applications will be made online to a single awarding authority, Student 

Universal Support Ireland (SUSI) through www.studentfinance.ie. 

14 

Scholarships 

Easter Week Commemoration Scholarships, Gaeltacht University Scholarships 

and Irish Language Third Level Scholarships will be replaced with a new 

single scheme of bursaries based on merit. Details of the new scheme are 

available from Higher Education - Equity of Access Unit, Department of 

Education & Skills, Tullamore, Co. Offaly (Telephone: 057932 -5317). 

Student Accommodation 

Open Day 

The College has residential accommodation for approximately 230 students. 

Incoming First Years from outside Dublin seeking on-campus accommodation 

can apply after receiving their CAO offer. Applications must be made online 

at www.spd.dcu.ie/accommodation. Rooms will then be allocated by lottery 

and applicants will be notified as soon as possible. The Students' Union will 

provide a list of off-campus accommodation in September. 

Direct Line: (01) 884 2230 / Web: www.stpatssu.com/accommodation 

Open Day provides an opportunity to showcase the College to prospective 

students and their families. Our Open Day will be held in the College on 

Saturday, 17 November 2012. Details are forwarded to schools in October. 

Students and parents are welcome to attend to meet current students and 

academic staff. For full details go to www.spd.dcu.ie/openday


EDUCATION 

Modules in Education across the programme are grouped according to the following 

four themes: Children and Childhoods in Diverse Contexts; Teaching, Learning and 

Curriculum; Enabling Lifelong Learning; Teachers, Schools and Communities in a 

Changing World. 

YEAR 1 

Children and Childhoods in Diverse Contexts 

ED111 Play, Language and Learning in the Early Years (2 credits) 

Students study how young children learn and how knowledge about child 

development can help teachers to understand, assess and plan for learning. 

The role of the Primary Curriculum and that of Aistear: The Framework for 

Early Learning is covered. 

15 

Particular attention is paid to play and oral language development. 

Students will become familiar with the different kinds of play, and will 

explore a range of strategies to promote learning through play in early 

education settings in primary schools. Students will also appreciate how 

young children are enabled to use oral language in an increasingly 

proficient way. They will learn a range of strategies to support and promote 

young children’s oral language development and thinking, including 

working with music. 

ED112 

ED113 

Constructions of Childhood (2 credits) 

This module explores how ideas of children and childhood change over 

time and across different cultures. Having become familiar with 

understandings of childhood derived from a variety of sociological, 

philosophical and psychological perspectives, students are enabled to 

question their own cultural assumptions about children and childhood. They 

will also understand how childhood has been conceptualised within Irish 

society and how children shape their own childhoods. 

Intellectual, Social and Emotional Development of the Child (2 credits) 

This module introduces students to psychology. It focuses on how 

psychology can inform our understandings of education and our practices 

as teachers. Students will be equipped with an understanding of children's 

psychological development and will become aware of the complex range of 

issues that require consideration in the process of teaching and learning.


16 

Teaching, Learning and Curriculum: Learning through Language and Literacy 

ED121 Teagasc na Gaeilge (2 creidiúint) 

Tabharfaidh an modúil seo deis do na mic léinn léargas a fháil ar an teoiric 

agus ar an gcleachtas a bhaineann le teagasc na Gaeilge sa bhunscoil. 

Chuige sin, beidh ionchur ar ábhar foghlama agus ar mhodheolaíochtaí 

teagaisc Churaclam na Gaeilge. Beidh plé ar na straitéisí is éifeachtaí le 

teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic 

léinn iad a chur i bhfeidhm agus athmhachnamh criticiúil a dhéanamh 

orthu. 

ED122/ 

GAE1 

ED123 

Gaeilge 1: Labhairt agus Litearthacht (4 creidiúint) 

Cúrsa teanga d'ábhair oidí sa chéad bhliain, bunaithe ar leibhéal B2 den 

Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Cuirtear ar 

chumas na mac léinn an teanga a labhairt go measartha saoráideach mar 

theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar theanga 

a ngairme. Déantar leathnú ar an stór focal feidhmiúil agus cuirtear leis an 

líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus 

na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le 

gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an 

cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go 

spreagfaidh sé iad leis an nGaeilge a úsáid go neamhspleách mar theanga 

chaidrimh taobh amuigh de na ranganna sceidealaithe. 

Literacy Education in the Early Years (2 credits) 

This module critically examines current issues and international research on 

best practice in literacy education. The key components of a balanced 

language and literacy framework for the early years of education are 

identified and evaluated. The module explores a range of pedagogies 

which meet the diverse needs of children, with particular emphasis on the 

integrated nature of language learning. 

Teaching, Learning and Curriculum: Learning through Arts and Movement 

ED131 Curriculum Art: Foundation 1 (2 credits) 

This module enables students to develop their visual awareness, to gain an 

understanding of the visual arts elements and to begin acquiring the basic 

skills, knowledge and confidence to teach art effectively to primary school 

children. It consists mainly of making art/responding to workshop 

assignments in practical form. Lectures/visual presentations focus on the 

visual world, the work of artists, the primary school child and the teaching 

of art.


ED132 

Drama (2 credits) 

This module introduces students to an approach to drama and theatre 

known as process drama, which is the basis of the Drama Curriculum for 

Irish primary schools. Process drama is an improvisational approach to 

theatre, which allows participants to engage with drama not only as an 

expressive and social art form, but also as a learning medium. This module 

combines practice and reflection as students initially begin to engage with 

the art form of drama through their own experience. Students are given 

opportunities to explore themes and issues of relevance in the context of a 

variety of contemporary and historical situations. This holistic approach 

also allows students to explore their own creativity and individuality. In later 

sessions, students will begin to use the knowledge gleaned from this 

experience to consider a variety of approaches to drama in the early years. 

These sessions will include preparation for first year school placement. 

17 

ED133a Curriculum Music 1: Preparing to Teach Music (1 credit) 

This module introduces students to the principles, structure and aims of the 

Primary Music Curriculum (NCCA, 1999) as a framework for teaching 

music in primary school. Through practical music activities, students will 

develop an understanding of the eight music concepts on which the 

curriculum is based. They will explore a range of resources and strategies 

to enable children to develop a sense of these concepts in the music 

activities of Listening (exploring sounds, responding to live and recorded 

music), Performing (singing songs and playing instruments) and Composing 

(inventing and shaping sounds). The emphasis of the module is in 

developing and sustaining students’ music confidence and competence 

while fostering openness, creativity and playfulness in music. 

ED133b Curriculum Music 2: Connecting Music Learning (1 credit) 

This module connects music learning with learning in literacy and in early 

childhood education. It builds on the knowledge, understanding and skill 

developed in Curriculum Music 1. Students use their understanding of music 

literacy, learning in early childhood education and the curriculum 

framework of music concepts and strands of activity to design and plan 

effective music lessons for junior classes. They will become familiar with a 

range of strategies to engage children in representing sound in physical, 

gestural, 3D and 2D formats and will connect this with an understanding of 

children’s development in literacy. The emphasis of this module is on 

continuing to develop and sustain students’ music confidence, competence 

and creativity while focusing on imaginative child centred music teaching 

that connects areas of learning.


18 

ED134 

Physical Education 1: Pedagogy and Practice (2 credits) 

This module engages student teachers in thinking about physical education 

for the younger child. Students participate in activities and discussion to 

build content and subject knowledge related to physical education with an 

emphasis on effective teaching and learning in junior classes. This module 

also provides an introduction to issues relevant to teaching physical 

education, such as providing a balanced curriculum, teaching fundamental 

movement skills, using different teaching methodologies and planning 

physical education lessons. Exploration of particular content focuses on 

games, athletics, dance and gymnastics. 

Teaching, Learning and Curriculum: Learning through Problem Solving and Enquiry 

ED141 Science Education 1 (2 credits) 

This module introduces students to the educational sub-domain of science 

education. Students will revisit their own school science, will build upon this, 

and will develop the use of practical work as a learning method. This 

module is delivered using an active-learning environment. Every workshop 

provides students with opportunities to engage in practical work during 

which they can explore and investigate natural phenomena, scientific ideas, 

and questions and misconceptions commonly held by children and adults. 

ED142 

ED143 

Mathematics Education 1: Engaging student teachers in thinking 

mathematically (2 credits) 

This module engages student teachers in mathematical problem-solving and 

investigations. They participate in practices and discussions to broaden and 

deepen their content knowledge and diagnose their own understanding of 

mathematics for teaching. This module also provides an introduction to 

theories of learning mathematics and their implications for effective 

teaching and learning. Emphasis is placed on approaches that are 

respectful of each learner’s background and culture and that develop 

positive attitudes to mathematics. 

Primary History & Geography (2 credits) 

Drawing on students' own experiences as learners, this module explores 

teaching and learning possibilities in primary geography and history. The 

role of enquiry in history and geography education will be explored, along 

with key concepts and theories relevant to each area. The course is 

reflective and practical throughout, introducing students to a range of 

methodologies, with a particular focus on promoting historical and 

geographical learning in junior classrooms. These methodologies will be


examined in the light of learning theories relevant to primary history and 

geography, research in primary geography and history and students’ own 

reflections on their prior experiences as learners. 

Enabling Lifelong Learning 

ED151 Digital Learning (2 credits) 

Organic in nature, this course provides technology-rich experiences and 

environments through which students become comfortable and effective 

users of various digital technologies. This enables them to make informed 

decisions about the use of digital tools in their learning environments and 

be confident in making effective use of these tools when and where 

appropriate. The course is characterised by an immersive workshop 

approach, i.e. ‘immersion’ in a supportive learning environment that 

promotes and encourages each individual to ‘learn about learning’. The 

teacher-learner is at the centre and it is their experiences, needs and 

interests which constitute the learning process. 

19 

ED152 

ED153 

ED154 

Introduction to Teaching Pupils with Special Educational Needs (SEN) 

(2 credits) 

This module covers key policy, legislation and historic milestones 

influencing special needs provision in Ireland. It provides an overview of 

the groups of children considered to have SEN, and highlights key 

implications for teaching and learning. It also helps students understand 

their responsibility to effectively include this group of children in their 

teaching, whatever the setting. 

Classroom Assessment (2 credits) 

Classroom assessment may be defined as the process of gathering, 

recording, interpreting, using and communicating information about pupils 

to aid decision making. This introductory module explores some aspects of 

assessment for learning (AfL) and assessment of learning (AoL) that a 

teacher may encounter in the normal course of teaching in primary schools. 

The module aims to ensure that students become positively disposed to 

assessment and that they begin to form an understanding about how it can 

be integrated with teaching and learning in a seamless manner. 

Reflection & Enquiry (1 credit) 

This tutorial group gives a space where students can reflect on their 

emerging identities as teachers and on how the experience of learning to 

teach is affecting them. Students will begin to recognise the influence of 

prior experiences on their conceptualisation of teaching and learning.


Students will also examine how competing perceptions about the role of 

education within society inform our practice as educators. This tutorial 

draws on students’ learning and experiences across the programme for 

reflection and dialogue. 

20 

Teachers, Schools and Communities in a Changing World 

ED161 Analysis of Teaching 1 (1 credit) 

The analysis of teaching tutorials provide students with opportunities to 

engage in discussion and critical reflection on key aspects of good 

professional practice in the primary school, and to identify and explore 

fundamental elements of effective and inclusive teaching and learning. 

Through observation of teaching, online engagement, reading and 

discussion, students will be encouraged to set goals for their own learning 

and development as teachers, develop their capacities to reflect as 

teachers, and to develop skills and competencies that will facilitate and 

support them during their first school placement. 

ED162 

ED163 

Teacher as Person (2 credits) 

This module asks students to reflect on, to develop and to consider the 

interplay between their personal and emerging identities as teachers. It 

focuses on four themes: teacher as learners/learners as teachers; 

learner/teacher wellbeing; learner/teacher identity and learner/teacher as 

global citizen. 

School Placement 1 (5 credits) and ED164 Preparation for School 

Placement (2 credits) 

These modules provide students with an introduction to school-based 

experiences. Students will spend time in schools during which they will 

undertake a series of reflective tasks and observation activities. These tasks 

will help students explore how children engage in learning, how teaching is 

mediated by the class teacher and the nature of relationships in the 

classroom. School Placement modules are closely aligned with the 

Reflection and Enquiry and Analysis of Teaching tutorials. 

Placement details: Semester 2 

3 weeks (10 Fridays + 1 week block) 

Self-selected placement: Infants - 2nd Class


YEAR 2 


ED211 Systems, Change and Childhood (2 credits) 

This interdisciplinary module draws on historical, philosophical and 

psychological perspectives on systems, change and childhood to develop 

understandings of children's social and emotional development. Students 

will be equipped with an emerging understanding of children's 

development from a psychological perspective. Students will also engage 

with systemic responses to individual difference, focusing on change and 

reform in Irish education from a historical perspective. In tandem with a 

focus on individual difference, systemic change and reform, students will 

also examine understandings of childhood and identity that emerge in the 

modern period and continue to influence change within a global 

educational horizon. 

21 

ED212 

Social, Personal & Health Education (2 credits) 

SPHE "provides particular opportunities to foster the personal development, 

health and well-being of the individual child, to help him/her to create and 

maintain supportive relationships and become an active and responsible 

citizen in society" (SPHE Curriculum, 1999: 2). SPHE is particularly relevant 

for some children with special educational needs (for example, social, 

emotional or behavioural), and may form part of recommendations in an 

individual education plan (IEP). Building on students’ prior experiences, 

concepts and themes are explored experientially to allow students to gain 

insights into how they learn best themselves in SPHE and the implications 

for teaching SPHE with primary school children. Examples of themes 

include life skills (such as decision-making, personal safety), personal 

development (e.g. dealing with feelings), inclusion, sexuality education, 

citizenship and democracy. 

ED213a Foundations in Primary Religious Education (2 credits) 

This module explores the theoretical basis for current approaches to schoolbased 

primary religious education. The emphasis is on Christian religious 

education. Students are also introduced to other forms of religious 

education carried out in Irish primary schools. Students examine research 

from the philosophical, theological and educational domains that have a 

significant influence upon contemporary religious education programmes 

and practice. An examination of these theoretical foundations enables 

students to begin to develop a professional rationale supporting their own


approach to religious education in the primary school. The course also 

introduces students to participatory and empowering methods in religious 

education. 

22 

ED213b Ethics and Education: An Introduction (2 credits) 

This module prepares students to teach curriculum ethics in all primary 

schools. It examines the ethical dimensions of teaching and learning and 

helps students understand the importance of ethic development to the wellbeing 

of children and society. It draws on exemplar curricula in ethical 

education from national and international contexts, including the Learn 

Together curriculum of Educate Together Schools in Ireland. It enables 

students to experience and use philosophical approaches to support the 

development of thinking and emotional well-being. As an international 

attempt to agree a code of values common to diverse traditions, beliefs and 

systems of governance, the international human rights framework will be 

applied to educational contexts and its potential to inform practice 

critiqued. 

ED214 

ED215 

Learning and Teaching Mathematics in the Early Years (2 credits) 

Key concepts explored include: a child’s pre-school mathematical learning 

forms the basis for mathematical learning during the early years at school; 

the language of mathematics needs to be developed with young children; 

their engagement in mathematically-related discussion is crucial. The need 

to engage children in meaningful mathematical activities and tasks to 

enhance their interest is emphasised. The role of appropriate materials and 

resources in this process is examined. Students explore the ways in which 

the themes of Aistear (Well-being; Identity and Belonging; Communicating; 

Exploring and Thinking) may be developed and integrated with the 

Primary School Curriculum: Mathematics for Infant Classes. Students are 

introduced to the principle that problem-solving is at the heart of 

mathematical learning. They explore strategies which enhance children's 

understandings of the relationships between concepts, processes and 

mathematical symbols. 

Sociology of Education (2 credits) 

Following from students’ previous studies of children and childhood, this 

module focuses on a range of issues pertaining to systems, change and 

childhood. Students examine how specific practices of education may 

alienate children from various types of background and how they as 

teachers can act as agents of change within educational systems. Key areas 

of exploration include: Societal and school factors influencing child wellbeing; 

Children's rights and the "voice of the child"; Teachers, children and


privacy rights and issues in schooling; How schooling is implicated in the 

production of gendered, raced and class-based identities; Parental 

involvement in schooling; Gender, sexuality and schooling; Intelligence, 

equality and schooling; The implications of equal status legislation for 

teachers’ classroom practices; Education and consumerism; Violence in 

schools. This module also examines how sociology as a discipline can 

inform our understandings of education and our practices as teachers. The 

distinctive features of a sociological approach to education are outlined, as 

are the central questions with which sociologists of education are 

concerned. Students are familiarised with key theories and thinkers within 

critical sociology of education. 

23 


ED221 Teagasc na Gaeilge (2 creidiúint) 

Tabharfaidh an modúil seo deis do na mic léinn a chuid eolais agus taithí i 

gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a leathnú agus a 

dhaingniú. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar ábhar 

foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge. 

Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim 

agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn cur leis na 

scileanna teagaisc agus measúnú atá acu. 

ED222 

/GAE2 

ED223 

Gaeilge 2: Labhairt agus Litearthacht (2 creidiúint) 

Cúrsa teanga d'ábhair oidí sa dara bliain, bunaithe ar leibhéal B2 den 

Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é 

príomhchuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa 

chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go 

saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí mar ábhair oidí. 

Cuirtear ar chumas na mac léinn an teanga a labhairt níos saoráidí fós 

mar theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar 

theanga a ngairme. Déantar leathnú ar an stór focal agus cuirtear leis an 

líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus 

na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le 

gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an 

cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go 

spreagfaidh sé iad leis an nGaeilge a úsaid go neamhspleách mar 

theanga chaidrimh taobh amuigh de na ranganna sceidealaithe. 

Literacy Education in the Middle Primary School Years (2 credits) 

This module critically examines current issues, curricula, national and 

international research on best practice in the field of literacy. It identifies 

and critically evaluates key concepts underpinning the growth and


progression of literacy in the middle years. It enables students to design a 

balanced literacy framework for developing readers, writers and 

communicators, keeping in mind the diverse needs of all children. It builds 

teacher professional knowledge for literacy with reference to essential skills, 

strategies and pedagogies for the developing reader, writer and 

communicator. 

24 

Teaching, Learning and Curriculum: Learning through Arts and Movement 

ED231 Curriculum Music 3: Composing & Arranging - 

Textures and Themes (2 credits) 

This module introduces students to composing as inventing and shaping 

sound. Through a group composing project, students develop the skills and 

understanding needed to work in the third strand of the primary music 

curriculum. They go on to explore simple harmonies with voice and 

instruments and learn how to facilitate two-part singing with primary 

children in senior classes. They collaborate in arranging and performing a 

song including two part-singing and instrument accompaniment. They 

learn to plan a series of sequenced music lessons, integrating listening, 

performing and composing activities within a cross-curricular theme and 

are introduced to progression and assessment in children’s music learning. 

The emphasis of the module is on continuing to develop and sustain 

students’ music confidence, competence and creativity while focusing on 

imaginative child-centred music teaching that connects areas of learning. 

ED232 

ED233 

Drama (2 credits) 

In this second year module, students build on their first year experiences as 

participants in drama and now approach the subject as teachers who will 

seek to plan and facilitate drama in their classroom. Issues of motivation, 

development and focus in drama are practically explored and reflected 

upon. Various approaches to planning are examined in the light of the 

immense possibilities inherent in drama for cross-curricular and expressive 

work. Students are given the opportunity in small groups to plan a drama 

experience for a specific age group, which they will document, facilitate 

and evaluate in relation to their upcoming school placement. These ideas, 

and the drama teaching experience, will be shared and discussed with the 

rest of the group during a fifteen-minute presentation. 

Curriculum Art Foundation 2 (2 credits) 

This module aims to help students acquire practical and theoretical 

knowledge and develop basic skills and thought processes about the 

making and teaching of art. Students will continue to learn the fundamental


principles of art and design through looking at and responding to natural 

and man-made art forms and through art making, focusing mainly on the 

three remaining art strands. The module addresses itself to issues relating to 

the making and teaching of art at primary level and incorporates the 

planning of art lessons for primary schoolchildren. 

ED234 

Physical Education 2: Building on your Experience (2 credits) 

Students are provided with opportunities for deepening their understanding 

of athletics, gymnastics, dance and games and exploring content of 

outdoor and adventure activities and aquatics. Throughout this module 

students are prompted to reflect on differentiation with particular emphasis 

on providing for gifted children and for those with special educational 

needs. Underpinning questions to be explored include: selection of 

appropriate teaching methodologies to enhance learning; promotion of 

physical activity within lessons and prompting development of 

understanding and appreciation of current activities related to sport and 

physical education by children. 

25 


ED241 Science Education 2 (2 credits) 

This module has a central focus in the constructivist paradigm and a 

dialogic, skills-based, practical, hands-on approach is encouraged. 

Differentiation between different ability/attainment levels is considered in 

terms of teaching, learning and assessing science as well as assessment for 

learning, and further development of the use of ICTs in science education. 

Integration with other subjects from the primary school curriculum is also 

considered, especially mathematics. The student, should, by the end of this 

module, be able to design learning environments and have the necessary 

skills to carry out lessons in science in the primary school appropriate to 

this level. 

ED242 

Mathematics Education 2: Building mathematical knowledge 

for teaching (2 credits) 

This module provides student teachers with opportunities to engage in 

critical readings, hands-on exercises and discussions on teaching and 

learning different mathematical topics. The first half of the module explores 

the complexities of teaching and learning the strands of measures, shape 

and space, and data-handling and the implications of these complexities 

for teaching. The underpinning numerical concepts are also examined. In 

the second half, there is a particular focus on learners’ mathematical 

development in number and algebra.


26 

ED243 

Geography and History through Enquiry (2 credits) 

Developing and building on students' school experiences and on their 

module in Year 1, this module will extend their engagement with teaching 

and learning possibilities in primary history and geography. Within 

history, specific attention will focus on developing students' pedagogic 

content knowledge in key areas of historical understanding. From a 

geographical perspective, students will experience a range of 

methodologies, using the locality and the wider world as places for study. 

This module will be reflective and practical, with students working together 

in experiencing activities suitable for classrooms, and with a particular 

emphasis on using children's agency in teaching and learning. 

Opportunities to integrate children’s learning in history and geography will 

be identified and examined. 


ED251 Reflection & Enquiry (1 credit) 

This module seeks to deepen students' understanding of themselves as 

teachers and learners, and the ways in which their individual and social 

biographies shape and inform their practice as educators. It seeks to 

encourage students to reflect critically upon the social, political and human 

dimensions of education, and to locate it within a wider social, political, 

economic and cultural context. It seeks to provide students with a range of 

personal and professional skills and experiences that will enable them to 

navigate the complex world of simultaneously being educated as a student 

teacher while educating others as a teacher. This tutorial will draw on 

students’ learning and experiences across the programme for reflection and 

dialogue and will promote the integration of knowledge. 


ED261 Teacher as Professional (2 credits) 

This module introduces students to key theories of professionalism including 

the historical context of the professionalism of teachers. The broad 

legislative context of professionalism is explored, as is its implications for 

both the work of student teachers as well as qualified teachers in Ireland. A 

key focus is placed on conceptualising and interpreting professionalism 

when working with other stakeholders and in the exercising of professional 

judgment. Bridging professionalism in private and public selves is also 

examined, with opportunities for students to relate to virtual and real world 

contexts.


ED262 

ED263 

ED264 

Teaching Studies (2 credits) 

This module provides students with opportunities to investigate important 

aspects of classrooms and teaching from various theoretical and practical 

perspectives. Students will become familiar with a range of pedagogical 

strategies and approaches and they will be facilitated in exploring ways of 

applying these creatively, taking account of the requirements of children's 

learning in different knowledge domains and in different contexts. This 

module also facilitates students' understanding of, and critical reflection on, 

key issues relating to classroom management and the creation of inclusive 

and enriching teaching and learning environments. 

Analysis of Teaching 2 (1 credit) 

The analysis of teaching tutorials provides students with opportunities to 

engage in informal discussion and critical reflection on emerging issues in 

teaching and learning in the primary school, and with key elements of 

good professional practice in primary schools and classrooms. Students 

have opportunities to reflect on their own experiences in schools and 

classrooms and on their efforts to apply a range of pedagogical skills and 

approaches in their own teaching. Students are encouraged to share some 

of their experiences and reflections and to integrate key ideas from the 

professional knowledge aspects of their course with their professional 

practice and set goals for themselves in their continuing development as 

reflective and competent teachers. 


Placement 2 (2 credits) 

These modules will provide students with rich opportunities to deepen their 

skills in reflective practice through experiences of observing teaching and 

learning interactions in middle/senior classes, and in recording practicebased 

findings to inform their planning for teaching and their actual 

teaching. Students will learn how to undertake structured lesson-planning 

and gain experience in the teaching of lessons in addition to co-teaching 

with the class teacher. Making professional decisions around learning 

outcomes, appropriate methodologies, resources and displays, classroom 

organisation and behaviour management will permeate school placement 

experiences in Year 2. Students will also engage in learning how to record 

children’s attendance and undertake professional duties beyond their 

assigned classrooms. 

Placement details: Semester 2 (Jan-May) 

5 weeks (1 week structured preparation + 4 weeks block) 

College-Assigned Placement: 3rd - 6th Class 

27


Year 3 

28 


ED311 Local and Global Citizenship (3 credits) 

This module considers the application of global citizenship themes to whole 

school practice and classroom teaching. The module explores how global 

citizenship education intertwines with different curriculum areas including 

History, Geography, SPHE and Music. 

ED312a Religious Education and Diversity (1.5 credits) 

This module enables students to study the way in which differences in 

children's backgrounds, identities and abilities shape the experience of 

religious education. Students will examine the teaching of skills of interreligious 

literacy. They will address how the nature of the patronage of 

primary schools in Ireland, coupled with the increased diversity of beliefs 

and practices among families and teachers, are essential considerations in 

religious education. Students will build on the professional expertise gained 

in year 2 in order to develop a sense of creativity and innovation in their 

Religious Education practice. Particular attention will be given to planning 

for children with special educational needs. 

ED312b Ethics and Education: Developing Ethical Understanding through 

Curriculum (1.5 credits) 

Students are taught to critically engage ethical theory as well as advancing 

their practice of engaging children in ethical discussion and learning. The 

foci of ethical teacher and ethical child are maintained and evolved. 

The module encompasses historical, contemporary and pedagogical 

perspectives. There is a progression of curriculum practice and 

understanding through a development of the analysis of the Belief Systems 

Strand of the Learn Together curriculum. This also allows further exploration 

of the relation between ethical education and comparative religion. 

Students will also explore the issues involved in raising and responding to 

controversial issues in the classroom. Issues relating to the environment and 

sustainable development will be used as an exemplar in doing this. 

ED313 

A Thematic Approach to Early Years Teaching and Learning (3 credits) 

Approaches to planning and developing integrated theme-based learning 

with young children are explored. The focus will be planning for learning 

experiences that integrate the four themes of Aistear (Well-being; Identity 

and Belonging; Communicating; Exploring and Thinking) with discrete 

subjects of the Primary School Curriculum.



ED321 Teagasc na Gaeilge (1.5 creidiúint) 

Tabharfaidh an modúl seo deis do na mic léinn a gcuid eolais agus taithí i 

gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a dhoimhniú 

agus a dhaingniú. Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le 

teanga a fhoghlaim agus a theagasc agus nasc a dhéanamh idir an teoiric 

agus an cleachtas. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar 

ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na 

Gaeilge i gcomhthéasc taighde agus cleachtais ranga. Cuirfear deiseanna 

ar fáil do mhic léinn scileanna teagaisc agus measúnú a fhorbairt. 

29 

ED322 

/GAE3 

Gaeilge: Labhairt agus Litearthacht (3 creidiúint) 

Cúrsa teanga d'ábhair oidí sa tríú bliain, bunaithe ar leibhéal B2 den 

Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir 

an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh 

siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go 

háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí 

teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar 

leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna 

mórscileanna teanga go léir. 

Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas 

cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus 

cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na 

scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a 

bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear 

na scileanna litearthachta trí thascanna léitheoireachta agus 

scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus 

an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís 

den chruinneas foghraíochta agus urlabhraíochta. 

Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha 

den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a 

bheidh na n-acmhainní saibhrithe teanga agus ina mbunchloch don 

fhorbairt ghairmiúil leanúnach. 

ED323 

Literacy Education in the Senior Primary School Years (3 credits) 

This module will critically examine current issues, curricula, national and 

international research on best practice in the field of literacy. Students are 

enabled to identify and critically evaluate the key concepts underpinning 

the growth and progression of literacy in the senior years and to design a 

balanced literacy framework for readers, writers and communicators.


The module focuses on building teacher professional knowledge for literacy 

with reference to essential literacy skills, strategies and pedagogies for 

supporting children’s literacy development in senior classes of primary 

school. 

30 


ED341 Promoting Integrated Learning in the Primary Curriculum (3 credits) 

Throughout their school careers, young people need to be taught to see the 

relevance and connections in what they are learning. An important part of 

that process is being able to see how knowledge gained in one area can 

connect to another and how similar skills are being developed and 

reinforced right across the curriculum. 

This module enables pre-service teachers to design and develop integrated 

curriculum units. In particular, it draws on the Learning Activities and 

Student Work (LASW) method which uses specific definitions and rubrics to 

help student teachers discern the degree to which the work they ask pupils 

to do offers opportunities to build the skills that are demanded for living in 

the 21st century. 

ED342 

ED343 

Mathematics Education 3: Improving practice through analysis of 

teaching (3 credits) 

This module focuses on ‘pedagogies of enactment’, i.e. student teachers are 

supported in doing the practice of teaching mathematics. They interrogate 

their own teaching experiences to explore the links between planning, 

teaching and learning outcomes and they evaluate and modify existing 

lessons from the perspective of learner engagement and mathematical 

thinking. Structured ways to develop lessons are explored and 

opportunities to experience and examine critically a range of different 

learning activities and teaching approaches are provided. 

Local Studies: Geography, History and Science (3 credits) 

This module supports students in identifying and exploiting the 

opportunities which the local environment and community of a school 

provide for teaching and learning in geography, history and science. 

Building on the enquiry approaches fostered in the first two years of the 

programme, the module will first engage students in creating and 

investigating their own questions related to the general surrounds of the 

College and specific sites in the local area. Activities will focus on learning 

in and about the local environment with a focus also on sourcing resources 

and information for local studies. Students will then be required to apply 

these skills to investigating their own local area and to utilising and


developing specific teaching and learning resources on a specific 

community of their choice. 


ED361 Philosophy of Education (3 credits) 

This module provides an advanced analysis of contemporary philosophical 

issues in education. The first part focuses on John Dewey's pragmatist 

interpretation of a range of key concepts: society, democracy, curriculum, 

schooling, children, teaching and learning. It also discusses Dewey's legacy 

in current understandings of education. The second part explores how these 

ideologies remain influential on contemporary debates in education, with 

special reference to the ethos debate in Irish schools. Here, we will look at 

the connections between the philosophical debate concerning 

progressivism and traditionalism (described paradigmatically by Dewey) 

and the educational philosophies of denominationalism, multidenominationalism 

and non-denominationalism. This module builds on and 

makes links to the Ethics and Education modules. 

31 

ED362 



These modules enables students to gain structured practice (in a range of 

classes) in the essential skills of planning, teaching (with an emphasis on 

communicating effectively), managing children’s behaviour, assessing and 

recording children’s progress, responding to critical incidents, organising 

the classroom environment, working collaboratively with teachers in the 

school community and learning from dialogic interactions with teachers 

and HEI tutors. Placement experiences will enable students to plan for and 

teach children in SEN settings incorporating both long-term and short-term 

planning. Differentiated provision for all children in the primary classroom 

will be interwoven with development of students’ critical analysis of their 

own planning, teaching, and provision for children. Portfolio entries will 

reflect this. 

Placement Details: 12 weeks 

(a) 1 week structured preparation 

(b) 4 weeks - Teacher A 

(c) 4 weeks - Teacher B 

(d) 2 weeks in SEN setting 

(e) 1 week debriefing 

Self-Selected Placement: (A): Infants (B): 3rd- 6th Class (Order may be 

reversed by school)


Year 4 

32 


ED411a The Professional Practitioner in Religious Education (1.5 credits) 

Students will become conversant with the issues surrounding primary 

religious education in Ireland and abroad (human rights, globalisation, 

legal issues, ethical conflicts, media, educational disadvantage, school in 

community, enculturation, curricular implementation and change). Students 

will develop a deep understanding of theories of religious education, 

principles of learning and research into the spiritual, moral and religious 

dimensions of children's development. 

ED411b Ethics and Education (1.5 credits) 

This module focuses on the 'Moral and Spiritual' strand of the Learn 

Together curriculum. Students are taught to critically engage ethical theory 

as well as advancing their practice of engaging children in ethical 

discussion and learning. The module encompasses historical, contemporary 

and pedagogical perspectives and brings a summative understanding of 

the Ethical Education curriculum as a whole and its relation to students' 

school placement. It will also engage students in observing and thinking 

critically of the "whole school" dimensions of Ethics Education and will 

explore the concept of the Democratic School as an ethical approach to 

schooling, nationally and internationally. 


ED421 Gaeilge: Labhairt agus Litearthacht (3 creidiúint) 

/GAE4 Cúrsa teanga d'ábhair oidí sa cheathrú bliain, bunaithe ar leibhéal B2 den 

Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir 

an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh 

siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go 

háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí 

teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar 

leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna 

mórscileanna teanga go léir.


Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas 

cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus 

cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na 

scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a 

bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear 

na scileanna litearthachta trí thascanna léitheoireachta agus 

scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus 

an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís 

den chruinneas foghraíochta agus urlabhraíochta. 

33 

Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha 

den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a 

bheidh na n-acmhainní saibhrithe teanga agus ina mbunchloch don 

fhorbairt ghairmiúil leanúnach. 

ED422 

Literacy Education across the Primary Continuum (3 credits) 

This module critically examines current issues, curricula, national and 

international research on best practice in the field of literacy. It revisits, 

reflects on and consolidates teacher knowledge, practice, planning and 

organisation of effective literacy instruction in the primary classroom, 

drawing on the experiences which the students encountered over the course 

of their programme through course work and school placement. It enables 

students to evaluate and critique components of a balanced literacy 

framework and engage in building communities of practice which 

empower students as teachers and as critical and creative practitioners. 


ED441 Mathematics Education 4: Planning and teaching mathematics using 

inclusive pedagogies (3 credits) 

This module provides student teachers with opportunities to consider issues 

and strategies in planning, implementing and monitoring learning 

experiences for pupils in primary mathematics. There is a particular 

emphasis on student teachers interrogating their understanding and honing 

their skills in facilitating children’s learning in a variety of educational 

contexts. Issues related to task design and learning tools, classroom 

interaction, differentiation, and assessment for learning are addressed.


34 


ED451 Creating Enabling Learning Environments (3 credits) 

This module focuses on the nature of good learning environments in the 

primary classroom and how they are created. Through a mixture of lectures 

and tutorials, and using an innovative blend of face-to-face and on-line 

teaching/technologies, the students will revisit big ideas and concepts 

encountered in previous modules where factors leading to a good learning 

environment are addressed. As well as College staff, primary school pupils, 

parents, classroom teachers, school principals, inspectors, policy makers 

and other educationalists from Ireland and abroad will be involved in 

facilitating the module. 

ED452 

Research Methods and Project (5.5 credits) 

Through a series of lectures which build on research experience in previous 

modules, students will engage with the core ideas, principles and 

approaches underlying the research process in educational settings. Action 

research will be a particular focus. Following this, students will work with a 

tutor in a series of seminars to plan an action research project which will be 

conducted as part of the final school placement. This work will lead to the 

submission of an 8000 word research report. The overall aim of the 

module is that, through engagement in the action research project, students 

will demonstrate that they are capable of taking an enquiry stance and 

integrating many elements of what they have learned throughout the four 

years of the programme. 


ED461 Understanding Educational Change (3 credits) 

Developing work from the previous years, the module provides an analysis 

of how different disciplinary lenses can be employed to provide a 

framework for critique with regard to the thematics of ‘Children, Well-Being 

and Society’. Inter-disciplinary perspectives and critiques of paradigmatic 

themes such as childhood, schooling, emotional and existential well-being, 

teaching and learning, ethos and democracy will be analysed through the 

close reading of texts by authors such as Dewey, Freire, Gilligan, Vygotsky, 

Rogers etc. Students also explore these themes through reference to their 

own continuing experience of teaching in schools and working with 

children. Student teachers’ understandings of educational change are 

developed further through critical analysis of the evolution of Irish 

educational policy and practice, and the changing lives of children and 

teachers in contemporary Ireland.


ED462 

ED463 

ED464 

Teaching in Disadvantaged Contexts (3 credits) 

Students will develop skills to promote equality and a positive sense of 

community in socio-economically disadvantaged areas. This module 

includes a structured community group placement where students will work 

on a project designed to facilitate agency and voice for learners from 

socio-economically disadvantaged areas – whether children, youth, 

parents or other local adults. 

Inclusion (3 credits) 

This module explores the concept of inclusion from a range of perspectives, 

including those from special education, multi- and interculturalism, 

sociology and curriculum. Issues such as the operationalisation of equality 

frameworks, rights of different groups/stakeholders and the life span 

perspective of children with special educational needs are explored 

conceptually, with reference to pedagogy to redress potential imbalances 

and practical application in the classroom. 

Schools as Communities: Creating and sustaining ‘effective’ learning 

communities (3 credits) 

This module provides students with the opportunity to engage with a set of 

issues that are connected to the quality of teaching and learning in our 

schools. The major focus is on the concepts of ‘good’/’effective’ schools. 

The criteria used to describe such schools and how such criteria are 

deployed in contexts where there is increasing emphasis on external 

accountability is examined. Students will explore the notion of schools as 

communities of learning and examine the link between these communities 

and the wider community with particular focus on the legislative and policy 

framework. Key areas include: school governance and leadership; school 

organisation and teacher cultures, the role and involvement of parents; 

external and internal accountability; school development planning and 

policy and legislative frames. 

35


36 

ED465 



These modules enable students to gain a full range of professional 

experiences in planning, in teaching, in managing children’s behaviour 

and in taking responsibility for teaching an assigned class over an 

extended period of time. This will include making professional judgments 

around recording children’s progress, utilisation of assessment outcomes 

and working alongside a range of teachers in the school to ensure seamless 

and integrated provision in curriculum. Students will engage with parents, 

members of Boards of Management, and with a range of other 

professionals involved in the lives of children. These modules will enable 

students to work collaboratively with a school community in whole school 

projects and initiatives and in the process enable students to see themselves 

as important resources for a school community. A school-based research 

project will serve to deepen students’ reflection-on and reflection-in practice 

skills and enrich students’ capacities to discern and make professional 

judgments in relation to what helps children learn and what it means to be 

a member of a school community. 

Placement Details: 10 weeks 

College-Assigned Placement: Any Class


FOUNDATIONS IN HUMANITIES AND SCIENCE/ BUNCHÚRSAÍ SA 

LÉANN DAONNA AGUS SAN EOLAÍOCHT 

First Year students choose 3 of the following subjects to the value of 15 credits. 


BASE101 Fundamentals in science (5 credits) 

The aim of this module is to familiarise students with key issues relating to 

science education in national and international contexts, with particular 

focus on school science. Students will also develop their own scientific 

conceptual knowledge particularly in the areas of physics and chemistry, 

through highly interactive and practically-based approaches. Students 

should have an enthusiasm for science and scientific inquiry and an 

interest in enhancing their understanding of the role that science can play 

in educational contexts. 

37 

There are no specific entry requirements and students without Leaving 

Certificate background in any of the sciences are most welcome. 

While BaSE is currently a First Year subject only it may be available to 

take as a specialist option in years 2 to 4, subject to resource issues. 

English 

ENG108 

ENG109 

Introduction to Literature: Poetry, Prose, and Plays (2.5 credits) 

This course introduces students to the different literary genres, fiction, 

poetry and drama, as well as giving them a sense of different literary 

periods in which a range of works appeared. 

Books that Change the World: Plays, Poems, and Prose (2.5 credits) 

This course introduces students to a selection of plays, poems, and prose 

writings, drawn from a range of cultures and historical moments. Its 

ambition is to demonstrate the peculiar powers and effects of literature; 

the fact that literary texts function on several levels - pedagogical, 

ideological, critical, pleasurable, and aesthetic - and, thus, have the 

ability to transform readers and their world. 

There are no specific entry requirements for this subject.


French 

38 

FRE101 

Language, Culture & Society (5 credits) 

Using a wide variety of authentic French documents (written, audio and 

audio-visual), students develop their abilities to talk and write about their 

interests and their personal & cultural environments and to express their 

opinions and ideas. The course also involves a consolidation of basic 

French grammatical concepts and terminology and extends students’ 

knowledge of France and its culture. 

Normally, Grade B Higher level Leaving Certificate or equivalent is 

required. 

Gaeilge 

GAE110 

GAE111 

Litríocht do Pháistí (2.5 creidiúint) 

Is cúrsa é seo a dhíríonn ar fheidhm agus ar úsáid na Litríochta do 

Pháistí. Tugtar léargas ar an Litríocht do Pháistí mar áis teagaisc i 

múineadh na Gaeilge, áis a fhorbraíonn scileanna léitheoireachta agus 

scileanna teanga na bpáistí scoile. 

An Béal Beo (2.5 creidiúint) 

Pléifidh an cúrsa seo leis na healaíona béil sa Ghaeilge. Díreofar ar an 

scéalaíocht thraidisiúnta, ar rannta do pháistí, ar na hamhráin agus ar 

ábhar gaolmhar eile d'fhonn eolas a chur ar an réimse tábhachtach seo 

i dtraidisiún na Gaeilge agus na hÉireann. Pléifear an comhthéacs soch 

chultúrtha as a n-eascraíonn ábhar atá oiriúnach do mhúineadh na 

Gaeilge sa bhunscoil. 

Moltar go mbeadh C3 Ardleibhéil san Ardteistiméireacht.


Geography 

GEOG104 

Foundations of Geographic Literacy (5 credits) 

The purpose of this module is to provide students with a grounding in 

basic geographical concepts and skills, which will inspire enthusiasm 

for the subject, facilitate them in their future teaching careers and 

encourage them to continue their explorations in geography. 

Overarching themes, including space/place, scale and sustainability, 

will be introduced at the start of the module and then explored using a 

series of case studies which move between global, international, 

national and local scales. Topical Irish material is incorporated where 

possible. An integral fieldwork component facilitates a real-world 

learning experience. 

39 

There are no formal requirements in order to take Geography as a 

foundation subject in first year. 

History 

Students who take the History option will engage with two courses, one 

each semester, as follows: 

HISTED101 

HISTED102 

Learning from the Irish Landscape (2.5 credits) 

This course will describe the main phases of and identify the impact of 

humankind on the Irish Landscape. It will, in the process provide an 

introduction to Irish history and the key features in the landscape that 

illustrate Irish history. 

Europe in the Age of Exploration (1500-1715) (2.5 credits) 

This module examines the dramatic events of the Age of Exploration, 

the Renaissance and the Reformation. It identifies the changes that the 

period wrought on European politics, economy and society and its 

interaction with the wider world. It engages with ideas of change and 

continuity and illustrates how the interaction of ideas, politics and 

conflict combined to create a new type of society in Europe. 

It is not necessary to have studied History previously.


Mathematics 

MATH121 

Discrete Mathematics (5 credits) 

This module on Discrete Mathematics introduces students to some 

fundamental ideas in the areas of Number Theory, Graph Theory, and 

Logic & Proof. 

40 

C3 Leaving Certificate Higher level or A2 Ordinary level is 

recommended. 

Music 

MUS101 

Music: Genres and Practices 1 (5 credits) 

In this module, students begin musicological studies in Baroque and 

Irish Traditional genres, and are engaged in various forms of group 

music making. 

While there are no formal requirements in order to take Music as a 

Foundation subject in First year, students taking this course require: 

a) knowledge of music notation for the study of genres and works; 

b) ability to participate in instrumental and/or vocal groups. 

Students wishing to select Music as their Major Specialism from second 

year further require a background in musical techniques (Leaving 

Certificate level or equivalent). 

Religious Studies 

RS102 

Synoptic Gospels (5 credits) 

An introduction to New Testament Studies with specific reference to the 

Synoptic Gospels of Matthew, Mark and Luke. 

Previous studies in this subject area are not required.


MAJOR SPECIALISMS/MÓRSPEISIALACHAIS 

Second Year students choose to specialise in one of the Foundations in Humanities and 

Science subjects chosen in First Year or select an option from Education Specialisms in 

Early Childhood Education, Physical Education, Human Development or Special and 

Inclusive Education. Students continue with their chosen Major Specialisms in Years 

Three and Four. 

Please note that not all options included here may be available in 2013-14. Students 

will be advised of the up to date situation at the appropriate time. 

41 


The biology and science education course is aimed at students who have an 

enthusiasm for science and scientific inquiry, and wish to understand the role that 

science can play in society, focussing on educational contexts. The course especially 

aims to develop students’ own knowledge and understanding of a broad range of 

biological topics. In addition, students are introduced to key principles in physics and 

chemistry as well as developing an awareness of major issues relating to school 

science and scientific literacy. As all topics start from first principles, no prior scientific 

knowledge is required – however, students should have an enthusiasm for practical 

work, discussion and debate. Assessment is by continuous assessment, assignments 

and projects, and practical and written examinations. 

It should be noted that the availability of BaSE as a major specialism in Years 2, 3 and 

4 is subject to resource issues. 


Code Year ECTS Title 

BASE201 2 5 Environmental systems 

BASE202 2 4 Developing concepts in science 

BASE203 2 5 Functional anatomy and physiology 1 

BASE301 3 5 Current issues in biology 

BASE302 3 5 Nature, history, sociology and philosophy of science 

BASE401 4 3 Subject leadership


Early Childhood Education 

The overall aim of the Major Specialism in Early Childhood Education is to provide 

students with opportunities to develop the deepest understandings of what is involved in 

provision and pedagogy in early childhood education and care. It is anticipated that 

graduates would lead efforts within schools to provide optimal standards of early 

childhood education and care. 

42 

The content of this course will enable students to develop understandings in relation to 

issues that impact on the development, education and well-being of all children in the 

age range birth to six years. In addition students will engage in an in-depth manner 

with current research about learning in early childhood. Students will draw on a broad 

range of theoretical insights and principles to create supportive and challenging 

learning environments. Students will critique current national frameworks to support 

practice and pedagogy with young children. Students will develop skills to reflect 

critically on practice and the knowledge that informs it. Opportunities may be 

presented for students to visit a range of early education settings. 



ECE201 2 5 Historical Perspectives on Early Childhood Education 

ECE202 2 5 

Children's Participation in Early Childhood Education 

and Care 

ECE203 2 4 Well-being in Early Childhood 

ECE301 3 5 Formative Assessment of Early Learning 

ECE302 3 5 Multimodality in Early Childhood: Play, Art and 

Digital Technology 

ECE401 4 3 

Transition to School: Issues for Schools in Developing 

Programmes and Policies


English 

The English programme introduces BEd students to a broad selection of literature and 

to the forms and functions of language. Literature helps us understand life and 

humanity and gives access to a wealth of human insight and imaginative terrains. 

Stories are told through poetry, drama and fiction that allow us to express ourselves to 

each other as individuals and as communities. They open up new perspectives on the 

past as well as the moment in which we live and they expose us to diverse cultures, 

ideas and experience. 

43 

Children’s Literature plays a pivotal role within the programme, which also engages 

with a wide range of Irish and world literature. This helps give insight into the 

importance of narrative in the production of identity across boundaries of race, nation 

and gender. 

The study of English promotes and develops independent critical and creative thinking 

and an appreciation of the aesthetic. It builds fluency in language and expression. 

These are transferable skills that relate to the personal and professional development of 

student teachers, with particular application to their engagement with literacy in their 

professional capacity in the primary school classroom. 



ENG201 2 2.5 Creating Childhood 

ENG202 2 2.5 Shakespeare 

ENG203 2 2 Radicals and Rebels in the Romantic Period 

ENG204 2 2.5 Decadence and Late Nineteenth-Century Literature 

ENG205 2 2 American Literature: American Dreams 

ENG206 2 2.5 Irish Writing: Nation and Imagination 

ENG301 3 2.5 Modern Drama 

ENG302 3 2.5 Modernisms 

ENG303 3 2.5 New Prospects in Contemporary Irish Writing 

ENG304 3 2.5 Children's Literature: The Playgrounds of Childhood 

ENG401 4 3 Subject Leadership in English


44 

French 

The Major Specialism in French develops students’ knowledge about France, its 

language, culture, history and society, and the role of French in other parts of the 

world. Many of the skills developed in the study of a modern language are highly 

transferable to other areas of academic and professional activity and are highly valued 

by employers, especially those seeking colleagues with excellent communicative and 

networking capabilities, an awareness of and sensitivity to cultural and linguistic 

difference and an ability to work well with others in a professional environment. 

The course aims to deepen students’ knowledge of French as a written and spoken 

language through the provision of intensive language classes using a variety of textand 

media-based stimulus documents and grammatical and other written exercises. 

Students also learn to analyze and critically discuss literature, film and art from France, 

Canada and other Francophone regions, and are introduced to the study of linguistics, 

sociolinguistics and second-language acquisition. The final-year module in French 

encourages students to reflect on the notion of cultural exchange and related concepts 

such as interculturalism and immigration and to apply knowledge in these areas to the 

teaching of French to primary-school students. 

The Specialism in French fosters among students a deep and lasting interest in the 

language and culture of French and the French-speaking world, promotes intellectual 

curiosity in the world and its linguistic and cultural diversity, and equips students with 

skills relevant to working in multicultural and multilinguistic contexts. 

Having successfully completed the course, students will have progressed towards level 

B2 of the Common European Framework of Reference for Languages in their ability to 

use and understand French, as a written and spoken language. 



FRE201 

& FRE211 

2 5 Language, Culture & Society 

FRE202 2 4 Oral Expression and Comprehension 2 

FRE203 2 2.5 Introduction to Linguistics 

FRE204 2 2.5 Cinema 1 

FRE301 3 3 Language, Culture & Society 

FRE302 3 2 Oral Expression and Comprehension 3 

FRE303 3 2.5 The City in Modern French Literature and Painting 

FRE304 3 2.5 Cinema 2 

FRE401 4 3 Subject Leadership


Gaeilge 

Scrúdaítear teanga, litríocht agus cultúr na Gaeilge ina gcomhthéacsanna staire agus 

comhaimseartha le linn an chúrsa Nua-Ghaeilge seo. Is é aidhm an chúrsa léargas a 

thabhairt do na hábhair oidí ar ghnéithe tábhachtacha den traidisiún liteartha agus 

béil, agus ar an nGaeilge mar ghné den timpeallacht chultúrtha. Féachtar le 

hinniúlachtaí léitheoireachta, scríbhneoireachta, anailíse agus critice na mac léinn a 

fhorbairt trí théacsanna agus acmhainní foghlama ilghnéitheacha a chur faoina 

mbráid sna cúrsaí éagsúla léachta. Trí na príomhfhoinsí eolais agus tagartha i réimsí 

áirithe de chuid léann na Gaeilge a chur faoina mbráid agus a phlé, féachtar le cumas 

machnaimh agus le scileanna taighde na mac léinn a chleachtadh agus a fhorbairt ar 

bhealach a rachaidh chun tairbhe dóibh agus iad ag feidhmiú go gairmiúil mar 

mhúinteoirí bunscoile. Tá sé mar aidhm ag an gcúrsa go mbeidh na saintuiscintí 

teangeolaíochta, sochtheangeolaíochta agus cultúir ag céimithe B Oid le Gaeilge a 

chuideoidh leo feidhmiú mar shaineolaithe ábhair i gcomhthéacs na bunscoile. 

45 

Mórspeisialachais 

Cód an 

Chúrsa 

Bliain CEAC Teideal an Chúrsa 

GAE201 2 2.5 Ainmneacha Áiteanna agus Daoine 

GAE203 2 2 Filíocht an 17ú hAois 

GAE204 2 2.5 An Fhiannaíocht 

GAE206 2 2.5 An Páiste i bhFilíocht Chomhaimseartha na Gaeilge 

GAE207 2 2 Litríocht na hImirce 

GAE208 2 2.5 Filíocht agus Amhráin na Gaeilge 

GAE302 3 2.5 Canúintí na Gaeilge 

GAE304 3 2.5 An Rúraíocht 

GAE307 3 2.5 Drámaíocht na Gaeilge 

GAE309 3 2.5 Scéalta Beatha na Gaeilge 

GAE401 4 3 Ceannaireacht ábhair sa Ghaeilge


Geography 

46 

Geography is the study of the environments created on the earth's surface by nature 

and people. The definition of Geography in the current Primary School Curriculum 

captures the centrality of the discipline in the lives of people and the environments with 

and within which they interact. There has never been a more exciting time to study 

geography, with contemporary issues from global warming to urban planning and 

economic globalization challenging the ways in which we view the world. Recent 

events and issues, whether they arise from natural/physical environments or human 

generated and impacted environments have served to reinforce Geography’s place as 

being central to the learning experiences of student teachers and the pupils whom they 

will teach. 

The Geography specialism offered to BEd students emphasises knowledge in human 

and environmental geography, enhancing insights into issues of sustainability and 

equality at scales from the local to the global. The specialism is designed to be 

intellectually stimulating, to engage student teachers with content which is relevant to 

both their personal and professional development, and to afford opportunities to 

develop and enhance a wide variety of skills and competencies. 



GEOG212 2 5 Society, Space & Inequality 

GEOG214 2 4 Landscape, Heritage & Identity 

GEOG215 2 5 Humanitarian Action 

GEOG313 3 5 Skills for Exploring the Environment 

GEOG314 3 5 Children's Geographies 

GEOG401 4 3 Subject Leadership within Geography


History 

The history programme presented to students who take the history specialism will 

introduce students to a large number of the themes and topics students will encounter in 

the History Curriculum for Primary Schools. Chronological and thematic approaches 

are combined within courses. Key historical concepts (revolution, nationalism, 

globalisation etc.) and their evolution are examined in and located in their national 

and international context, as are major historical figures. In addition to providing 

students with the opportunity to study the broad contours of both Irish history and 

European history, students will be schooled in the craft of historical reconstruction in 

third year when they will prepare a historical project using a major historical source. 

47 

The aim of the history programme is to develop students’ knowledge and 

understanding of major developments in Irish, European and global history and to 

develop students’ research, writing and critical analysis skills with a view to enabling 

them to conduct independent study and research and to transfer their knowledge, 

understanding and skills to their teaching of history in the classroom. 



HISTED201 2 7 

Ireland in the era of Protestant Ascendancy: from the 

Battle of the Boyne to the Great Famine, 1690-1850 

HISTED202 2 7 Europe (1700-1848); power, privilege and protest 

HISTED301 3 7.5 

Modern Ireland 1850-2000: Politics, 

Culture & Society 

HISTED302 3 7.5 

Europe 1870-1950: Society and Politics in 

Crisis and Change 

HISTED303 3 2.5 Exploring the Past: Using Primary Sources 

HISTED401 4 3 Becoming Leaders in the Teaching of History


Human Development 

47 48 

Human Development is an interdisciplinary subject through which students engage 

further with the disciplines of philosophy, sociology and psychology in order to develop 

an informed and critical understanding of human needs and capacities at crucial 

stages of the developmental process. The Human Development Programme in 

Education fosters the ability in students to interpret and analyse perspectives across 

these disciplines, and to bring together major themes in a way that is relevant to the 

development of their professional identities as teachers and as lifelong learners. Most 

importantly, the programme should help students develop their understanding of self 

and of others across contexts, cultures and in relation to big ideas. Beginning in the first 

year of the specialism, the course explores concepts of the Human, and of 

Development, through the various disciplinary lenses and through the particular 

methodologies and approaches that inform these disciplines. The first year offers 

courses which build on key ideas in childhood in the disciplines of education. These are 

further developed alongside a focus on transitions into the period of adolescence. 

Second year explores constructions of adolescence and key issues in their schooling, 

education and well-being. The final year has a focus on adulthood and the teacherdeveloping 

understandings of transitions to adulthood, work, well-being, relationships 

and citizenship. This final year includes a return or spiralling to key questions of the 

‘human’ and of ‘development’ to facilitate students to develop a perspective on human 

development. 



HD202 2 5 Psychology II: Adolescence 

HD203 2 4 Social Contexts of Adolescence 

HD207 2 5 Philosophy, Creativity and Personhood 

HD301 3 5 The Social Psychology of Adulthood 

HD304 3 5 The Person as an Ethical Agent 

HD401 4 3 Adulthood, Agency and Educational Praxis


Mathematics 

The Mathematics programme aims to provide students with an understanding of 

discrete mathematics, algebra, geometry, functions, probability and statistics. Emphasis 

will be placed on developing the ability to think creatively, to reason logically and to 

solve problems, as well as on the applications of the subject. In addition, students will 

be given the opportunity to use appropriate software. Mathematics is about 

discovering and exploring ideas and patterns, and has a strong aesthetic appeal. 

Students will be exposed to the elegance of mathematics as well as its practical 

applicability. Throughout, students will be encouraged to understand the ideas of 

mathematics and to develop their proficiency in the technical aspects of the subject. 

49 

A deeper understanding of mathematics will enhance students’ teaching of the subject 

in the classroom because they will appreciate the ‘big picture’ and have an insight into 

how the primary curriculum fits into the wider scheme of mathematics. A greater 

understanding of mathematics and the connections between mathematical topics will 

better equip them to respond to children’s ideas and strategies. In the final year, 

students will have the opportunity to consider in some detail how their knowledge of 

mathematics can contribute explicitly to their professional practice as teachers. 



MATH215 2 4 Functions 

MATH231 2 5 Algebra 

MATH241 2 2.5 Geometry 

MATH251 2 2.5 Combinatorics & Probability 

MATH315 3 2.5 Perspectives on Infinity 

MATH351 3 2.5 Statistics 

MATH371 3 5 Problem Solving & Mathematical Modelling 

MATH401 4 3 Subject Leadership in Mathematics


Music 

50 

This music course is designed to enable students to develop their musicality, and to 

deepen their understanding of music from a range of musicological and performance 

perspectives. In engaging with Music as a discipline within Humanities, students are 

afforded opportunities to further their intellectual development, to develop their musical 

knowledge and skills, and to engage critically and analytically with music sources, 

practices and texts. Students are engaged with a variety of music genres, practices and 

techniques pertinent to diverse cross-cultural and historical contexts. 

The course comprises three key areas: topics in musicology, ensemble performance 

(choral and/or instrumental) and techniques of music writing, and is presented through 

a variety of delivery modes, including lectures, seminars, workshops, rehearsals and 

performances. Additionally, student-directed learning is facilitated by means of 

independent practice and research, and through the use of interactive music 

technology. Ensemble practice/performance and other forms of peer learning are 

integral to the course, and involve reflective components. 

Music within the BEd provides a foundation in formal music studies and is designed to 

enhance development and application in professional practices. Additionally, the 

course can lead to further studies in music and related fields. 



MUS201 2 7 Music: Genres and Practices 2 

MUS202 2 7 Musical Techniques 1 

MUS301 3 5 Music: Genres and Practices 3 

MUS302 3 5 Musical Techniques 2 

MUS401 4 3 Music Leadership


Physical Education 

The overall aim of the Major Specialism in Physical Education is to prepare a cohort of 

teachers annually to teach quality programmes of physical education in the primary 

school and to lead efforts to enhance provision across the whole school. It is expected 

that they would model best practice in their teaching of physical education and inspire 

colleagues within their schools and beyond to teach quality programmes of physical 

education in early childhood and primary settings. Such programmes would reflect a 

deep understanding of physical education and its relation to children's physical 

activity, health and participation in sport. 

51 

Students will have many opportunities to engage in a wide range of practical activities 

and to explore how they might provide similar opportunities for children. Modules will 

prompt students to reflect on their experience of physical education, physical activity 

and sport as they gain an in-depth knowledge of primary physical education. Their 

study of curriculum, pedagogy and assessment related to physical education with an 

emphasis on engagement in practical work will be underpinned by their work within 

the major disciplines of history, philosophy, sociology and psychology. Students will be 

prompted to critique ongoing debates in physical education and related issues at local, 

national and international level. They will be encouraged to research aspects of 

physical education and to design and implement programmes appropriate to the age 

level of the children that they are teaching. Assessment will encompass formal 

examination, on-going assessment of particular aspects of coursework and portfolio 

assessment where the emphasis will be on the teaching of physical education to 

children in primary schools rather than on sports related performance. 



PE201 2 5 Theoretical Perspectives on Physical Education and 

Implications for Practice 

PE202 2 5 The Physical Education Curriculum and 

Inclusive Practice 

PE203 2 4 Physical Education, physical activity and sport for 

young children 

PE301 3 5 Development of Fundamental Movement Skills in 

Physical Education 

PE302 3 5 Personal and Social Development through Physical 


PE401 4 3 Subject Leadership in Physical Education


Religious Studies 

52 

Religious Studies is multi-disciplinary of its nature. In that context, students are 

expected to engage in this programme with topics such as the major World Religions, 

moral, ethical and social values, multi-culturalism, the Hebrew Scriptures, the New 

Testament, Celtic spirituality, rituals and practices, philosophy, feminist theologies, the 

phenomena of sacred and worship in human life, contemporary atheism, the religious 

dimensions of human experience through art, story and poetry and the pedagogy of 

play-based forms of religious education. 

In addition, students will explore the possibilities of the new dialogues among the 

religious and non-religious traditions of the world. This necessitates entering the world 

of ‘the other’ through various disciplinary lenses which pre-supposes a broadly 

anthropological approach to social, political and religious unrest in many parts of the 

world and at home. It also necessitates a study of religions as a power for good within 

society where they contain within themselves the capacity to bring about justice, peace 

and reconciliation. 



RS201 2 5 Creed and Trinity 

RS202 2 4 Pentateuch and Prophets 

RS204e 2 5 Religion and Philosophy (Elective) 

RS205e 2 5 Religion and Experience 

RS206e 2 5 Celtic Spirituality 

RS301 3 5 Moral Theology 

RS303 3 5 The Sacred and Worship 

RS401 4 3 Play Based forms of Religious Education


Special and Inclusive Education 

This major specialism will draw on the disciplines of psychology, philosophy, sociology, 

history and education (curriculum, pedagogy and assessment) when considering the 

effective inclusion of pupils with special educational needs (SEN). It will also draw on 

disability studies, human rights education, leadership, inclusion, change management 

and policy analysis. This rich interdisciplinary approach aims to give student teachers a 

strong conceptual understanding of the key issues and the requisite foundational 

knowledge, skills and confidence to begin addressing the many challenges of special 

and inclusive education. 

53 

Specifically, student teachers will explore the nature and range of special educational 

needs and the teaching and learning implications arising. Leading on from this, 

specific issues around curriculum and pedagogy in relation to including pupils with 

SEN effectively will be examined. Planning for individual needs will be focused upon 

within the context of the Individual Education Plan as outlined in legislation and 

students will learn ways of integrating that plan into their overall planning for the class 

group. Collaboration with others is at the core of current policy and legislation in 

relation to including students with SEN and students will learn strategies to enhance 

that aspect of their work. 



SIE201 2 4 Principles and Concepts of Special and 

Inclusive Education 

SIE202 2 5 Principles and Concepts of Special and Inclusive 

Education: Implications for Teaching and Learning 

SIE203 2 5 Assessment and Planning for Individual Needs 

SIE301 3 5 Collaborative Practice 

SIE302 3 5 Curriculum and Pedagogy in Special and 

Inclusive Education 

SIE401 4 3 Leadership for inclusion


MINOR SPECIALISMS/ MIONSPEISIALACHAIS 

Third Year students select a Minor Specialism from a range on offer and continue with 

the chosen option in Year Four. 

54 

Minor Specialisms are offered in areas of Education of key importance in the sector, 

for example, Mathematics Education, Literacy, Science Education, Educational 

Disadvantage, Teaching English as an additional language, Art, Drama, Music and 

others. They are chosen by students on the basis of personal interest and provide 

opportunities to develop knowledge and understanding of selected areas in a 

progressive way through building on prior work in the core modules. In addition to 

laying an enhanced basis for future professional study, they foster critical thinking and 

reflective practice, and facilitate the development of the deep expertise which will 

enable graduates to make a strong contribution to curriculum leadership, development 

and innovation in the primary education system.


CERTIFICATE IN RELIGIOUS STUDIES 

BEd students may concurrently follow the Certificate in Religious Studies Programme. 

This is a programme for intending primary school teachers. It is recognised as a 

qualification to teach religion in Irish Catholic primary schools, and is accepted by 

some of the Catholic elementary school systems in Britain, North America and 

Australia. 

The objectives of the Certificate are: 

- That participants will be sensitive to the importance of meaning and value, of 

spirituality, and religious experience in human life; 

- That they will have the opportunity to engage in personal reflection, research 

and discourse with a view to enhancing their own religious awareness; 

- That they will develop an understanding and appreciation of the content 

areas of the Catholic primary school curriculum in light of the Catechism of 

the Catholic Church. 

In order to take the Certificate, students must also take the two Religious Education 

modules in curriculum religion which are offered by the Department of Religious 

Studies and Religious Education in the BEd programme: ED213a: Foundations in 

Primary Religious Education and ED312a: Religious Education and Diversity. 

55 

CRS UG01 

CRS UG02 

CRS UG03 

CRS UG04 

Christian Foundations (2.5 credits) 

A survey course of Early Christianity which includes: The Life, 

Death and Resurrection of Jesus; Jesus’ relationship with women; 

Mary the Mother of Jesus; Reference to Feminist Theology. 

The Creed and the Trinity (2.5 credits) 

The teaching of the Nicene Creed and an examination of the 

Trinity as the foundation of Christian belief. 

Moral Theology / Religious Diversity (5 credits) 

The nature of moral decisions and the Christian basis for 

judgment between right and wrong as well as a treatment of 

some specific contemporary moral issues; The phenomenon of 

religious diversity in Irish society and its implications for the 

primary school religious educator. 

Liturgy / Spirituality (5 credits) 

An introduction to the Liturgical Year and the Sacraments; An 

exploration of the meaning of Christian Spirituality particularly 

as it pertains to the primary school religious educator.


Tá an t-eolas sa leabhrán seo ann mar threoir d’iarrthóirí ar ionaid i gColáiste 

Phádraig agus ní féidir glacadh leis mar chonradh idir an Coláiste agus iarrthóir nó 

an triú duine ar bith. 

Tharlódh go ndéanfai athruithe ar chúrsaí ó am go ham agus ba chóir do mhic léinn 

an t-eolas a cheistiú má bhíonn amhras orthu. 

56 

Tuilleadh eolais le fáil ó láithreán gréasáin an Choláiste www.spd.dcu.ie nó ón Oifig 

Iontrála, Coláiste Phádraig, Baile Átha Cliath 9. 

Fón 01 884 2013/01 884 2025/01 8842096 

The information in this booklet is intended as a guide to persons seeking admission to 

St. Patrick’s College and shall not be deemed to form a contract between the College 

and an applicant or any third party. 

Courses are subject to change from time to time and students should enquire as to the 

up-to-date situation at any appropriate time. 

Further information available from the College website www.spd.dcu.ie or the 

Admissions Office, St. Patrick’s College, Dublin 9. 

Phone 01 884 2013/ 01884 2025/ 01 884 2096

Tel: +353 1 884 2000 (Main Reception) 

Tel: +353 1 884 2096 / 2025 / 2013 (Admissions) 

Fax: +353 1 837 6197 

Email: admissions.office@spd.dcu.ie 

Website: www.spd.dcu.ie 

Designed & Printed by O’Donoghue Print

Bachelor of Education Degree 2012-2013 - St. Patrick's College - DCU

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