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Bachelor of Education Degree 2011-2012 - St. Patrick's College - DCU

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Coláiste Phádraig<br />

Droim Conrach<br />

Baile Átha Cliath 9<br />

<strong>St</strong> Patrick’s <strong>College</strong><br />

Drumcondra, Dublin 9<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong><br />

An Chéim Baitsiléir Oideachais<br />

<strong>2011</strong>-<strong>2012</strong><br />

Is coláiste de chuid Ollscoil Chathair Bhaile Átha Cliath é Coláiste Phádraig


COLÁISTE PHÁDRAIG, DROIM CONRACH, BAILE ÁTHA CLIATH 9, ÉIRE<br />

(COLÁISTE DE CHUID OLLSCOIL CHATHAIR BHAILE ÁTHA CLIATH)<br />

AN CHÉIM BAITSILÉIR OIDEACHAIS<br />

BACHELOR OF EDUCATION DEGREE<br />

<strong>2011</strong>/<strong>2012</strong><br />

ST PATRICK’S COLLEGE, DRUMCONDRA, DUBLIN 9, IRELAND<br />

(A COLLEGE OF DUBLIN CITY UNIVERSITY)


2 De réir comhaontú nua nascála institiúide (1993, Athbhreithnithe 2008), tá<br />

Coláiste Phádraig ainmnithe mar Choláiste de chuid Ollscoil Chathair Bhaile Átha<br />

Cliath agus tá mic léinn an Choláiste ina mic léinn de chuid na hOllscoile. Mic léinn<br />

a dhéanann cúrsaí de chuid an Choláiste atá leagtha síos a chríochnú go sásúil,<br />

bronnann an Ollscoil céimeanna, dioplómaí agus teastais orthu de réir na gcúrsaí<br />

sin.<br />

In accordance with an institutional linkage agreement (1993, Revised 2008),<br />

<strong>St</strong> <strong>Patrick's</strong> <strong>College</strong> is designated a <strong>College</strong> <strong>of</strong> Dublin City University and students<br />

<strong>of</strong> the <strong>College</strong> are students <strong>of</strong> the University. <strong>St</strong>udents who satisfactorily complete<br />

prescribed <strong>College</strong> courses are conferred with appropriate degrees, diplomas and<br />

certificates by the University.


Contents<br />

3<br />

Introduction 4<br />

<strong>Degree</strong> <strong>St</strong>ructure 5<br />

Minimum Entry Requirements 8<br />

Method <strong>of</strong> Application 10<br />

HEAR route for school-leavers 11<br />

Deferred Entry 11<br />

Subject Choice 13<br />

<strong>Education</strong> 14<br />

Bioscience 33<br />

English 34<br />

French 37<br />

Gaeilge 39<br />

Geography 42<br />

History 44<br />

Mathematics 46<br />

Music 47<br />

Religious <strong>St</strong>udies 48<br />

Certificate in Religious <strong>St</strong>udies 50


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

PD 101 AN CHÉIM BAITSILÉIR OIDEACHAIS<br />

4<br />

An cúrsa don chéim BOid is cúrsa trí bliana é. Sa chéad bhliain déanann mic léinn<br />

staidéar ar Oideachas agus ar dhá ábhar acadúla ón liosta thíos. Sa dara agus sa tríú<br />

bliain déantar staidéar ar Oideachas agus ar cheann amháin de na hábhair a tógadh<br />

sa chéad bhliain. Mic léinn nach bhfuil Gaeilge agus/nó Béarla acadúil ar siúl acu, ní<br />

mór dóibh pas a fháil i gcúrsa gairmiúil sa Ghaeilge agus/nó sa Bhéarla. Is cuid<br />

riachtanach den chéim pas a fháil i gcleachtadh múinteoireachta. Tá de rogha ag gach<br />

mac léinn cúrsa reiligiúin a dhéanamh.<br />

Ní mór ábhair acadúla a roghnú ón liosta seo: 1. Béarla; 2. Gaeilge; 3. <strong>St</strong>air nó<br />

Matamaitic nó Ceol nó Bith-Eolaíocht (sa chéad bhliain amháin); 4. Tíreolaíocht nó<br />

Fraincis nó Reiligiún.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

PD 101 BACHELOR OF EDUCATION DEGREE COURSE<br />

<strong>Degree</strong> <strong>St</strong>ructure<br />

The BEd <strong>Degree</strong> is a three-year Honours Level 8 programme. The structure <strong>of</strong><br />

the course is 3,2,2, i.e. students take <strong>Education</strong> and two academic subjects in<br />

first year and <strong>Education</strong> and one academic subject in second year and in third<br />

year.<br />

<strong>St</strong>udents who do not take Irish and/or English as an academic subject in first<br />

year are required to attend and qualify in a course in Pr<strong>of</strong>essional Irish<br />

and/or Pr<strong>of</strong>essional English. <strong>St</strong>udents who do not take Irish and/or English as<br />

an academic subject in third year are required to attend and qualify in a<br />

course in Pr<strong>of</strong>essional Irish and/or Pr<strong>of</strong>essional English.<br />

All students may follow a <strong>College</strong> course in Religious <strong>St</strong>udies.<br />

5<br />

First Year<br />

<strong>St</strong>udents take <strong>Education</strong> and select two subjects from the following: Bioscience<br />

(First year only), English, French, Gaeilge, Geography, History, Mathematics,<br />

Music, Religious <strong>St</strong>udies.<br />

Second and Third Year<br />

<strong>St</strong>udents take <strong>Education</strong> and one <strong>of</strong> the subjects taken in first year.<br />

Subject Combinations and Options<br />

Some constraints on subject combinations (in first year) are necessary owing<br />

to timetabling. The availability <strong>of</strong> any subject or option within it will depend<br />

on a minimum enrolment.<br />

A maximum enrolment may apply to some subjects or to some options within<br />

subjects.<br />

Not all optional courses within subjects will be <strong>of</strong>fered each year.<br />

Subject choice is illustrated on page 13.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

6<br />

BEd INTERNATIONAL DEGREE<br />

<strong>St</strong>udents may apply to study abroad for a full year following the completion<br />

<strong>of</strong> their second year on the BEd programme. During the international year<br />

in a partner institution abroad students take courses approved by their<br />

departments in <strong>St</strong> Patrick’s <strong>College</strong>. On returning to <strong>College</strong> for their fourth<br />

year they take the final year courses in the BEd programme and on<br />

successful completion are awarded the degree <strong>of</strong> BEd (International).<br />

The BEd (International) degree gives students the opportunity to enrich their<br />

education by undertaking part <strong>of</strong> their course abroad. <strong>St</strong>udents who have<br />

participated in the past in this programme have found their international<br />

year to be educationally, culturally and socially fulfilling. Career<br />

opportunities both at home and abroad can be enhanced by the academic<br />

and personal experience gained.<br />

Opportunities exist also for students to spend one semester studying abroad<br />

as part <strong>of</strong> the three-year BEd programme.<br />

Partner institutions<br />

Europe: <strong>St</strong> <strong>Patrick's</strong> <strong>College</strong> has links with colleges in Austria, Belgium,<br />

Bulgaria, Czech Republic, Finland, France, Hungary, Lithuania, Northern<br />

Ireland, Norway, Poland, Scotland, Spain, Sweden and Switzerland. For<br />

students going to a college in Europe that has an Erasmus University<br />

Charter, they receive an Erasmus grant to cover a significant amount <strong>of</strong><br />

expenses.<br />

USA: <strong>College</strong> linkages include Boston - Merrimack <strong>College</strong>, Colorado -<br />

University <strong>of</strong> Northern Colorado, California - Chico <strong>College</strong>, and the<br />

University <strong>of</strong> Mississippi.<br />

Japan: Our main link here is at Baiko Gakuin University.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Information and application procedures are available from the <strong>College</strong><br />

International affairs <strong>of</strong>fice:<br />

www.spd.dcu.ie/international<br />

Coordinator: Dr Gerry O’Reilly<br />

Administrator: Ms Bernie Donnelly<br />

Email: Internationalaffairs@spd.dcu.ie<br />

7<br />

Phone: + 353 1 8842214 Fax: + 353 1 8376197<br />

ECTS Credit System<br />

ECTS credits reflect the workload a typical student needs to complete in<br />

order to achieve the expected learning outcomes in a programme, subject or<br />

module. This workload includes lectures, seminars, workshops, laboratory<br />

sessions, fieldwork, private study, examinations and other assessments. A<br />

full-time academic year <strong>of</strong> study normally equates to a rating <strong>of</strong> 60 credits.<br />

The credits allocated to subjects is as follows:<br />

First year: <strong>Education</strong> 30 credits; each academic subject 15 credits.<br />

Second and Third Years: <strong>Education</strong> 35 credits; academic subject 25 credits.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Assessment<br />

Written and, where appropriate, oral examinations take place at the end <strong>of</strong><br />

each semester/year. A proportion <strong>of</strong> marks, not exceeding 50% in any<br />

subject, may be assigned for written/practical/tutorial work during the<br />

course.<br />

8<br />

A pass in teaching practice is essential for the award <strong>of</strong> the degree.<br />

Age limits for Entry<br />

Applicants must be at least 16 years <strong>of</strong> age on the 15th January <strong>of</strong> the year<br />

<strong>of</strong> entry.<br />

Minimum Entry Requirements - Leaving Certificate<br />

• Grade C3 Higher Level in not less than three subjects,<br />

• Grade D3 in three other subjects,<br />

• Grade C3 in Higher Level Irish,<br />

• Grade C3 in English Ordinary Level or D3 Higher Level,<br />

• Grade D3 in Mathematics (either Ordinary or Higher Level).<br />

Applicants apply on one single Leaving Certificate only but the three<br />

qualifying subjects <strong>of</strong> Grade C3 in Higher Level Irish and the grades in<br />

English and Mathematics may be achieved in other Leaving Certificate<br />

examination(s) but will not be counted for points.<br />

Minimum Entry Requirements -<br />

General Certificate in <strong>Education</strong> (United Kingdom and<br />

Overseas)<br />

Minimum requirements at GCSE and GCE AS and A Level Examinations<br />

(School Leavers and Mature <strong>St</strong>udents):<br />

• Six subjects must be presented, at least three subjects at GCE A Level and<br />

the remaining subjects at GCE AS or GCSE Level. The six subjects must<br />

include Irish, English and Mathematics.<br />

• A subject may be counted from only one <strong>of</strong> the examinations, GCSE,<br />

GCE AS Level or GCE A Level.<br />

• Only subjects taken at one sitting <strong>of</strong> a particular examination, GCSE,<br />

GCE AS Level or GCE A Level, will be accepted. Examinations taken in<br />

the same academic year are regarded as the same sitting.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Mininum Grades Required<br />

• Irish: Grade C at GCE A Level;<br />

• English: Grade C at GCSE Level in both English and English Literature,<br />

or Grade B at GCSE Level in either;<br />

• Mathematics: Grade D at GCSE Level in Additional Mathematics or<br />

Grade A at GCSE Level in Mathematics;<br />

• Grade C at GCE A Level in two further subjects;<br />

• Grade C in one other subject at GCSE Level.<br />

9<br />

Selection Process - Leaving Certificate<br />

Applicants are placed in order <strong>of</strong> merit based on their six best subjects in one<br />

sitting <strong>of</strong> the Leaving Certificate examination, on the basis <strong>of</strong> the following<br />

points system.:<br />

From <strong>2012</strong> on a pilot basis, 25 bonus points will be added to the Leaving<br />

Certificate Higher level Mathematics points score for grade D3 or above.<br />

Selection Process - General Certificate in <strong>Education</strong><br />

(2006 onwards)<br />

Having satisfied the entry requirements and subject entry requirements<br />

candidates are ranked for admission on the basis <strong>of</strong> a score calculated on the<br />

basis <strong>of</strong> either:<br />

• The best four GCE A level grades from one academic year<br />

or<br />

• The best three GCE A level grades from one year plus one AS level grade<br />

in a different subject from the same or preceding year only<br />

The points that apply to each grade (from 2010) are indicated in the following<br />

table:<br />

Grade A A B C D E<br />

A Level 150 135 120 100 75 40<br />

AS Level 65 60 50 35 20


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Leaving Certificate Vocational Programme<br />

<strong>St</strong> <strong>Patrick's</strong> <strong>College</strong> awards points as set out below for results in Leaving<br />

Certificate Vocational Programme Link Modules, in place <strong>of</strong> a sixth Leaving<br />

Certificate subject:<br />

Distinction 70 Merit 50 Pass 30<br />

10<br />

The Link Modules will not qualify as a subject for Matriculation purposes.<br />

Method <strong>of</strong> Application<br />

Applicants (other than Mature Applicants) must apply directly to the Central<br />

Applications Office (CAO). Application literature is available from CAO,<br />

Tower House, Eglinton <strong>St</strong>reet, Galway.<br />

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

CAO Course Code: PD 101<br />

Iarrthóirí Gaeltachta Amháin<br />

Cód CAO an Chúrsa: PD 102<br />

I gcás lucht fágála scoile, féadtar suas le 10% de na háiteanna a chur i<br />

leataobh le haghaidh iarratasóirí ón nGaeltacht, i.e. iarratasóirí a bhfuil<br />

cónaí orthu sa Ghaeltacht a aithnítear go hoifigiúil agus arb í an Ghaeilge a<br />

ngnáth-theanga bhaile (An Roinn Oideachais agus Scileanna). Féadann<br />

iarratasóirí Gaeltachta iarratas a chur isteach ar PD 101 agus PD 102 araon,<br />

más mian leo.<br />

Mature <strong>St</strong>udents<br />

Mature students may apply directly to the <strong>College</strong>. Mature students must be<br />

23 years <strong>of</strong> age or more on 1st January in year <strong>of</strong> entry. Application forms<br />

are available in mid February <strong>2012</strong> and completed application forms should<br />

be returned by 2nd April <strong>2012</strong>. Interviews and oral Irish tests are normally<br />

held in May and applicants who are invited for general interview and oral<br />

Irish test will be notified by letter <strong>of</strong> their result by the end <strong>of</strong> June.<br />

Please note that mature students may apply for primary<br />

teaching either through the CAO system or through the mature<br />

students competition or both.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

HEAR route for school leavers- Access Programme<br />

For <strong>2012</strong> entry the <strong>College</strong> will be participating in the Higher <strong>Education</strong><br />

Access Route (HEAR). School leavers who wish to be considered for entry on<br />

the basis <strong>of</strong> socio-economic disadvantage should apply directly to CAO<br />

online by 1 February <strong>2012</strong>, indicating on their CAO form that they wish to<br />

be considered for HEAR entry. Applicants must complete their HEAR<br />

application online form by 1 March and forward all relevant documentation<br />

required to CAO by 1 April <strong>2012</strong>.<br />

11<br />

You are strongly advised to keep copies <strong>of</strong> all documents as well as pro<strong>of</strong> <strong>of</strong><br />

postage. Check the HEAR workbook and guide carefully to ensure you have<br />

entered all relevant information and ensure all pages <strong>of</strong> all supporting<br />

documents are completed correctly and sent in entirety. Applications for HEAR<br />

consideration can only be made online.<br />

Applicants who are assessed as being eligible for HEAR and who also satisfy<br />

the general minimum entry requirements are eligible to compete on a reduced<br />

points basis for a quota <strong>of</strong> places. HEAR places will be <strong>of</strong>fered during round<br />

one <strong>of</strong> CAO <strong>of</strong>fers and students must be available to complete an orientation<br />

programme in early September where details <strong>of</strong> further supports will be<br />

discussed. Further information on the Access Programme and HEAR is<br />

available from the Access Officer, Vivienne Byrne, Tel. (01) 8842169, by<br />

email at Vivienne.Byrne@spd.dcu.ie or on the HEAR website<br />

www.accesscollege.ie<br />

Deferred Entry<br />

An applicant who is <strong>of</strong>fered a place may defer entry for one year under<br />

certain circumstances. The following procedures apply:<br />

On receipt <strong>of</strong> <strong>of</strong>fer notice from the CAO:<br />

• The applicant should not accept the <strong>of</strong>fer.<br />

• Write or email (admissions.<strong>of</strong>fice@spd.dcu.ie) immediately to the<br />

Admissions Office setting out the reason(s) for the request. Give your<br />

name as it appears on your CAO application, quote your <strong>2012</strong> CAO<br />

application number and the course code <strong>of</strong> the <strong>of</strong>fer you wish to defer.<br />

Mark “Deferred Entry” clearly on the envelope or in the subject line <strong>of</strong><br />

your email.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

• The letter or email must arrive in the Admissions Office at least two days before<br />

the “Reply Date” shown on the CAO Offer Notice.<br />

• The <strong>College</strong> will communicate the decision to the applicant. If the deferral is not<br />

granted, the <strong>of</strong>fer may still be accepted for the current year.<br />

12<br />

• In order to take up the deferred place, the applicant must reapply through the<br />

CAO by the 1st February in the succeeding year, placing the deferred course as<br />

their one and only choice on the CAO Application Form. If an applicant fails in<br />

either respect, the deferral guarantee is forfeited and an applicant enters the<br />

competition for places in the normal way.<br />

Medical<br />

The Medical Information Form supplied by the <strong>College</strong> must be completed by BEd<br />

students.<br />

Garda Vetting<br />

Garda vetting procedures are in place for incoming First Year <strong>St</strong>udents on the BEd<br />

programme.<br />

<strong>St</strong>udent Accommodation<br />

The <strong>College</strong> has residential accommodation for approximately 230 students. Incoming<br />

First Years from outside Dublin seeking on-campus accommodation can apply after<br />

receiving their CAO <strong>of</strong>fer. Applications must be made online at<br />

www.spd.dcu.ie/admissions. Rooms will then be allocated by lottery and applicants<br />

will be notified as soon as possible. The <strong>St</strong>udents' Union will provide a list <strong>of</strong> <strong>of</strong>f-campus<br />

accommodation in September. Direct Line: (01) 884 2230 / Web: www.stpatssu.com<br />

Open Day<br />

Open Day provides an opportunity to showcase the <strong>College</strong> to prospective students and<br />

their families. Our Open Day will be held in the <strong>College</strong> on Saturday November 19,<br />

<strong>2011</strong>. Details are forwarded to schools in October. <strong>St</strong>udents and parents are welcome<br />

to attend to meet current students and academic staff. For full details go to<br />

www.spd.dcu.ie/openday


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

BEd DEGREE<br />

Subject Choice<br />

First Year<br />

<strong>St</strong>udents take <strong>Education</strong> and two subjects from<br />

1. English<br />

2. Gaeilge<br />

3. History or Mathematics or Music or *Bioscience<br />

13<br />

4. French or Geography or Religious <strong>St</strong>udies<br />

Second Year<br />

<strong>St</strong>udents take <strong>Education</strong><br />

and continue with one <strong>of</strong> the academic subjects studied in First Year.<br />

Third Year<br />

<strong>St</strong>udents study <strong>Education</strong> and continue with the academic subject<br />

studied in Second Year.<br />

*Bioscience is First Year only


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

EDUCATION<br />

The three-year <strong>Education</strong> course aims to prepare students for their pr<strong>of</strong>essional work as<br />

primary school teachers.<br />

14<br />

First year courses are orientated towards the earlier years and second year courses<br />

towards the later years <strong>of</strong> primary schooling. The final year is a more reflective one in<br />

which the previous work is reviewed, extended, deepened and consolidated. Each <strong>of</strong><br />

the three years includes work in the foundation education disciplines <strong>of</strong> history,<br />

psychology, philosophy and sociology; the study <strong>of</strong> school, teaching and curriculum;<br />

and substantial periods <strong>of</strong> practical teaching in schools.<br />

Working with teachers and children in school is an integral part <strong>of</strong> the education<br />

course. Over three years students spend seventeen weeks on teaching practiceIn<br />

addition a number <strong>of</strong> courses involve work with children either in <strong>College</strong> or in schools.<br />

From the beginning <strong>of</strong> their practical teaching students are encouraged to implement<br />

the child-centred primary curriculum. They are expected to evaluate and reflect on their<br />

teaching experience in school.<br />

Supervisors evaluate the preparation and performance <strong>of</strong> all students on all teaching<br />

practices. Whilst in school, students work under the guidance <strong>of</strong> the class teacher and<br />

the principal teacher. <strong>St</strong>udents have the choice <strong>of</strong> undertaking some <strong>of</strong> their teaching<br />

practices in gaelscoileanna.<br />

The <strong>Education</strong> Course has a weighting as a whole <strong>of</strong> 30 credits in the First Year and <strong>of</strong><br />

35 credits in each <strong>of</strong> the Second and Third Years.<br />

Details <strong>of</strong> Marks and <strong>St</strong>andards requirements for the <strong>Education</strong> courses are displayed<br />

on the <strong>Education</strong> notice boards and/or the <strong>College</strong> website.<br />

First Year<br />

Teaching Practice: Pre-Entry School Experience<br />

<strong>St</strong>udents who are successful in gaining a place on the BEd course are<br />

advised to spend a period <strong>of</strong> two weeks in a classroom (any class from Infants<br />

- 2nd class, or in a combination <strong>of</strong> these classes) during the September prior<br />

to entry. <strong>St</strong>udents should find their own placement in a school in their own<br />

area as soon as possible after accepting their place in the <strong>College</strong>. During the<br />

placement the student will be helping the class teacher, observing practice,<br />

learning about class/school life.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Part I Foundation <strong>St</strong>udies<br />

ED111<br />

ED112<br />

ED113<br />

Intellectual Development (2.0 credits)<br />

This introductory course on children's thinking begins by investigating ways<br />

that psychologists have approached human development. There are cyclical<br />

changes in approach prioritising environmental or outer influences or<br />

alternatively prioritising inner or genetic influences. Learning and<br />

development are discussed in the context <strong>of</strong> constructivist thinking in<br />

primary school children about domains including classification, number,<br />

thinking about others, moral judgement, and stereotyping.<br />

Teaching <strong>St</strong>udies - Conceptualisation <strong>of</strong> teaching (2.0 credits)<br />

This course encourages students to explore important aspects <strong>of</strong> classrooms<br />

and teaching from various theoretical and practical perspectives. <strong>St</strong>udents<br />

are provided with opportunities to examine their own perceptions and<br />

expectations about effective teaching and learning and to study a range <strong>of</strong><br />

topics that are aimed at facilitating a greater awareness <strong>of</strong> the role and<br />

influence <strong>of</strong> the teacher in the classroom. This course has a substantial<br />

online dimension, which provides students with access to a wide range <strong>of</strong><br />

resources and opportunities for online interaction with lecturer and peers.<br />

Philosophy <strong>of</strong> <strong>Education</strong> (1.0 credit)<br />

Plato reminds us that 'Philosophy begins in wonder'. This introductory<br />

course in the Philosophy <strong>of</strong> <strong>Education</strong> gives students the opportunity to<br />

explore some <strong>of</strong> the fundamental questions <strong>of</strong> our time especially as they<br />

relate to education. The course encourages students to examine critically<br />

their own thinking on certain key concepts such as 'equality' and 'freedom'.<br />

Finally, these lectures address the complexities <strong>of</strong> 21st century culture and<br />

the challenges <strong>of</strong> teaching well in these exciting times.<br />

15<br />

<strong>St</strong>udents choose either Religious <strong>Education</strong> or Ethics and <strong>Education</strong><br />

ED114<br />

Religious <strong>Education</strong> (2.0 credits)<br />

Religious <strong>Education</strong> is one <strong>of</strong> seven curricular areas in the Primary School<br />

Curriculum (1999). This course prepares students to teach Religious<br />

<strong>Education</strong> in the junior classes in Irish primary schools. The course<br />

introduces students to principles about the learner and learning in Religious<br />

<strong>Education</strong>. The spirituality <strong>of</strong> the child is explored from an ecumenical and<br />

multi-faith perspective and issues <strong>of</strong> diversity currently pertaining in the Irish<br />

schooling context are addressed. <strong>St</strong>udents learn how to teach skills <strong>of</strong><br />

spiritual, moral and religious literacy in a way that engages critical and


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

16<br />

ED114<br />

ED115<br />

creative thought. <strong>St</strong>udents will learn teaching and planning methodologies<br />

designed to assist them to handle the religious education lesson in all school<br />

contexts competently.<br />

or<br />

Ethics and <strong>Education</strong> (2.0 credits)<br />

As the Irish primary school system becomes more pluralist this course<br />

provides students with the pedagogical approaches and content knowledge<br />

to teach ethics in all primary schools. The course encompasses the historic<br />

and contemporary ethical issues in education and is underpinned by the<br />

principles and vision articulated in national and international human rights<br />

law, particularly the UN Declaration <strong>of</strong> Human Rights and the Convention<br />

on the Rights <strong>of</strong> the Child. Values are drawn from different secular, religious<br />

and philosophical perspectives. The Educate Together ethics curriculum,<br />

Learn Together forms part <strong>of</strong> the curriculum content for the course. The<br />

course is posited on a framework <strong>of</strong> critical thinking, dialogue and active<br />

engagement with political issues in education. The approaches employed in<br />

the course foster and reflect the agency and independence <strong>of</strong> student<br />

teachers and empower them to apply their learning in ways that will foster<br />

and respect the agency <strong>of</strong> the children they will teach.<br />

Early Childhood <strong>Education</strong> (2.5 credits)<br />

This course places a strong emphasis on the processes <strong>of</strong> learning, i.e. what<br />

is known about how young children learn. <strong>St</strong>udents encounter and discuss<br />

research related to development and learning in early childhood.<br />

Methodologies suitable for use in the early years classroom are<br />

demonstrated, discussed, and incorporated into planning and for fieldwork<br />

purposes. Practical concerns related to the resourcing <strong>of</strong> the learning<br />

environment and management for effective learning are also addressed.<br />

Appropriate approaches to assessment and evaluation <strong>of</strong> children's<br />

learning are considered. The issues related to learning, teaching and<br />

assessment in the early years at school are explored through course<br />

components related to Oral Language Development in the early years<br />

classroom; Mathematics Learning in the early years at school; Social,<br />

Environmental, and Scientific <strong>Education</strong> for young children. Play in the<br />

classroom and its potential for development and learning is a component <strong>of</strong><br />

this course also.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

ED116<br />

Part II<br />

ED121<br />

ED122<br />

ED123<br />

Citizen Teacher: living and working in a diverse world (1.0 credit)<br />

This course provides students with the opportunity to consider and explore<br />

the issues, opportunities and challenges they will encounter as citizens and<br />

teachers in today’s world. The course is seminar-based and is designed to<br />

encourage discussion and reflection on students’ own knowledge, attitudes<br />

and perceptions <strong>of</strong> human rights, diversity and global development issues.<br />

This course will support students in working in multicultural and socially<br />

diverse environments and help them to understand their role as teachers in<br />

a local and global context.<br />

Expressive Arts<br />

Physical <strong>Education</strong> (2.0 credits)<br />

The course is designed to enable students to teach a balanced programme<br />

<strong>of</strong> Physical <strong>Education</strong>. The philosophy and content <strong>of</strong> the Physical <strong>Education</strong><br />

curriculum is explored. <strong>St</strong>udents are introduced to methodologies that focus<br />

on the successful implementation <strong>of</strong> four <strong>of</strong> the six strands <strong>of</strong> the Physical<br />

<strong>Education</strong> curriculum: Athletics, Dance, Games and Gymnastics with<br />

particular reference to their application in junior classes. There is a strong<br />

emphasis in the course on practical activities. Issues such as safety and<br />

gender are explored as students engage in practical sessions.<br />

Drama in <strong>Education</strong> (2.0 credits)<br />

This course introduces students to an approach to drama and theatre known<br />

as process drama, which is the basis <strong>of</strong> the new drama curriculum for Irish<br />

primary schools. Process drama comprises an improvisational approach to<br />

theatre, which allows participants to engage with drama not only as<br />

expressive and social art form, but also as a learning medium. The course<br />

combines practice and reflection as students initially begin to engage with<br />

the core elements <strong>of</strong> drama through their own experience. To this end they<br />

are given the opportunity to explore themes and issues <strong>of</strong> relevance in the<br />

context <strong>of</strong> a series <strong>of</strong> contemporary and historical fictional situations. This<br />

holistic approach also allows students to explore their creativity and<br />

individuality as they become more familiar with the art form <strong>of</strong> drama. In<br />

the latter sessions <strong>of</strong> the course students begin to use knowledge to consider<br />

a variety <strong>of</strong> approaches to drama in the early years.<br />

Art <strong>Education</strong> (2.5 credits)<br />

The course is designed to teach the fundamental principles <strong>of</strong> art and<br />

design. It addresses itself to issues relating to the teaching <strong>of</strong> art,<br />

understanding the nature <strong>of</strong> art along with the making <strong>of</strong> art forms that<br />

17


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

18<br />

ED124<br />

Part III<br />

ED131<br />

should give enjoyment, personal satisfaction and enrichment. The course is<br />

largely composed <strong>of</strong> studio workshops which, through a programme <strong>of</strong><br />

related and challenging assignments, involve students in learning about art,<br />

materials and processes. They acquire practical and theoretical knowledge<br />

and develop basic skills and thought processes about art, the making and<br />

teaching <strong>of</strong> art. The course should enable students to teach with confidence,<br />

understanding and purpose, in the full knowledge and belief that what they<br />

have to <strong>of</strong>fer is enriching and worthwhile.<br />

Music (3.0 credits)<br />

This course seeks to develop the understanding, competencies and attitudes<br />

<strong>of</strong> the non-specialist music teacher. It introduces students to the principles <strong>of</strong><br />

the revised primary music curriculum and prepares them to teach music in<br />

junior classes using performing, composing and listening activities. In the<br />

first semester students develop their understanding <strong>of</strong> the musical concepts<br />

on which they will base their teaching. They explore a variety <strong>of</strong> methods <strong>of</strong><br />

developing pupils' knowledge skills and understanding and add to their<br />

repertoire <strong>of</strong> music materials. In the second semester they are provided with<br />

an introduction to composing. All students create a group composition<br />

notated graphically. These are performed and assessed by the Music<br />

Department. Other areas <strong>of</strong> the course are: active listening in the primary<br />

classroom; planning music lessons for junior classes; child centred methods<br />

<strong>of</strong> teaching notation. <strong>St</strong>udents complete two assignments: an evaluation <strong>of</strong><br />

two music lessons taught on spring teaching practice and a composition<br />

project.<br />

Reading<br />

Reading (2.0 credits)<br />

Developmental Reading I: This course focuses on literacy in Junior Infants to<br />

Second Class. It examines the following topics: current definitions <strong>of</strong><br />

reading; the reading process; Emergent literacy; Language Experience<br />

Approach and beginning reading instruction; the Writing Workshop and<br />

the relationship <strong>of</strong> reading to writing; approaches to the teaching <strong>of</strong> word<br />

recognition; the development <strong>of</strong> reading comprehension and reading<br />

vocabulary; lesson preparation and schemes. There is a strong focus on<br />

enabling children to become confident independent readers, through<br />

providing a rich range <strong>of</strong> texts for children to engage with and through<br />

providing a range <strong>of</strong> meaningful contexts for skill development.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Part IV Teagasc na Gaeilge<br />

ED141<br />

Part V<br />

ED151<br />

Teagasc na Gaeilge (1.5 creidiúint)<br />

Cuirtear ar chumas na mac léinn an Ghaeilge a mhúineadh do ranganna<br />

sóisearacha na bunscoile sa chúrsa seo. Déantar foramharc ar Churaclam<br />

na Gaeilge, 1999; an Ghaeilge mar chéad agus mar dhara teanga. Tá sé<br />

mar sprioc go mbeidh na mic léinn in ann suim an pháiste a spreagadh trí<br />

bhéim ar thaitneamh, ar fhoghlaim ghníomhach trí spraoi, trí chluichí<br />

teanga, trí agallaimh, trí rainn, trí amhráin agus scéalta, trí cheol agus<br />

gluaiseacht. Beidh siad in ann tús a chur le gníomhaíochtaí<br />

réamhlitearthachta oiriúnacha do na ranganna sóisearacha. Múinfidh siad<br />

ceacht Gaeilge sa rang mar chuid de mheasúnú an chúrsa. Is trí Ghaeilge<br />

a chuirtear an cúrsa seo i láthair.<br />

Mathematics <strong>Education</strong><br />

Mathematics <strong>Education</strong> (1.0 credit)<br />

In this 10-hour module, students will be introduced to the principles<br />

underpinning the teaching <strong>of</strong> mathematics to students from 1st – 6th classes.<br />

Topics covered will include the nature <strong>of</strong> mathematics, mathematical<br />

knowledge for teaching, problem-solving and pedagogical approaches.<br />

Attention will also be paid to the development <strong>of</strong> conceptual understanding<br />

in the areas <strong>of</strong> number, shape and space, and measurement.<br />

19<br />

Part VI Teaching Practice and Preparation for Teaching<br />

ED161<br />

Teaching Practice (6.0 credits) Spring Teaching Practice<br />

The first teaching practice normally takes place in the Dublin/greater Dublin<br />

area during the second semester. <strong>St</strong>udents are assigned by the <strong>College</strong><br />

normally in pairs to a class in the Junior Infants-Second Class range or to a<br />

combination <strong>of</strong> these classes. <strong>St</strong>udents visit their school prior to the<br />

commencement <strong>of</strong> their teaching practice in order to prepare (in<br />

consultation with the class teacher) a programme <strong>of</strong> work for the class they<br />

will be teaching and to meet with the principal teacher and with the<br />

children. During this teaching practice, students prepare and teach a small<br />

number <strong>of</strong> lessons on a daily basis. The remainder <strong>of</strong> the time is spent on<br />

observation work, on working with children in small groups or an individual<br />

basis and on helping the teacher with the general organisation and<br />

implementation <strong>of</strong> various learning activities. <strong>St</strong>udents must reach a<br />

satisfactory standard in Spring and Autumn teaching practice in order to<br />

progress to the second year <strong>of</strong> the BEd programme. <strong>St</strong>udents are not


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

permitted to serve in the capacity <strong>of</strong> a paid substitute teacher during any<br />

teaching practice in first year.<br />

20<br />

Autumn Teaching Practice (3 weeks)<br />

The second teaching practice placement is selected by the student in a<br />

school <strong>of</strong> his/her choice and takes place in September prior to returning to<br />

<strong>College</strong>. During Autumn teaching practice, students teach a class in the<br />

Junior Infants – Second Class range (or a combination <strong>of</strong> classes in this<br />

range) but at a different level, in so far as this is possible, from their Spring<br />

teaching practice.<br />

ED162<br />

Preparation for Teaching Practice (1.0 credit)<br />

<strong>St</strong>udents are given practical instruction in relation to teaching practices in<br />

first year. This includes guidance on classroom observation, learning and<br />

teaching, and on the pre-teaching practice visit day to schools. It also<br />

includes directions on specific requirements <strong>of</strong> students on teaching practice<br />

e.g. teaching practice notes, files and resources, classroom management<br />

and core teaching skills. Particular attention is given to the pr<strong>of</strong>essional<br />

code <strong>of</strong> conduct on teaching practice and child protection issues. <strong>St</strong>udents<br />

are informed <strong>of</strong> assessment and grading processes and an emphasis is<br />

placed on encouraging students to develop self-evaluative practices.<br />

Second Year<br />

Part I Expressive Arts<br />

ED211<br />

ED212<br />

Art (2.0 credits)<br />

Having satisfactorily completed the basic curriculum course students are<br />

now <strong>of</strong>fered a more comprehensive and perhaps challenging course. It is<br />

based on a structured thematic programme promoting a more in-depth and<br />

personal response to visual and problem-solving phenomena, the<br />

development, experimentation and realisation <strong>of</strong> ideas.<br />

Drama (2.0 credits)<br />

The aim <strong>of</strong> the second year course is that the student will build upon his/her<br />

experience as a participant in drama, and begin to approach the subject<br />

as a teacher and facilitator <strong>of</strong> drama in the classroom. With the aid <strong>of</strong><br />

practical example and demonstration students reflect on issues <strong>of</strong><br />

engagement, development, creativity and focus in drama. Various<br />

approaches to planning are then examined, in the light <strong>of</strong> the immense<br />

possibilities inherent in the subject for cross-curricular and expressive<br />

engagement. In small groups students then plan a drama experience for a


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

ED213<br />

ED214<br />

ED215<br />

Part II<br />

ED221<br />

specific age group, which is documented, facilitated and evaluated on<br />

teaching practice. In the latter part <strong>of</strong> the course students share and discuss<br />

these ideas and experiences in the form <strong>of</strong> a fifteen-minute presentation. A<br />

significant feature <strong>of</strong> this course is also a visit from a practitioner/company<br />

currently working in the field.<br />

Music (2.0 credits)<br />

This course builds on the first year course and prepares students to teach<br />

music in senior classes. <strong>St</strong>udents work through themes and topics,<br />

integrating performing, composing and listening activities in extended<br />

programmes <strong>of</strong> work. They further develop their subject knowledge and<br />

musical skills and explore materials suitable for senior classes, integrating<br />

music and other curriculum areas, designing music projects for senior<br />

classes, assessing music in the primary classroom. At the end <strong>of</strong> the course<br />

students submit a resource folder <strong>of</strong> materials and activities to resource a<br />

half term's music teaching in senior classes.<br />

Physical <strong>Education</strong> (2.0 credits)<br />

This course builds on students' experience <strong>of</strong> Games, Gymnastics, Dance<br />

and Athletics with the emphasis on teaching these strands to senior classes.<br />

Outdoor and adventure activities and aquatics are introduced with a focus<br />

on their application in all primary classes. There is a strong emphasis in the<br />

course on practical activities. Key messages throughout this course are the<br />

promotion <strong>of</strong> maximum participation, assessment <strong>of</strong> children's learning,<br />

meeting the needs <strong>of</strong> individual children and integration with other subjects.<br />

Curriculum English (1.0 credit)<br />

Curriculum English is concerned with the teaching <strong>of</strong> children's literature at<br />

primary level. Lectures relate to areas such as the following: Myth, legend,<br />

traditional stories, fairy tale, traditional and contemporary poetry, picture<br />

books, contemporary Irish fiction, traditional fiction and multi-cultural<br />

books. This course is subject to change.<br />

Foundation <strong>St</strong>udies<br />

History <strong>of</strong> <strong>Education</strong> (2.0 credits)<br />

(a) History <strong>of</strong> <strong>Education</strong>al Ideas: This part discusses intellectual foundations<br />

<strong>of</strong> modern education with respect to two main topics. First, the rise <strong>of</strong><br />

modern science in the seventeenth century, its influence on the emergence<br />

<strong>of</strong> Enlightenment and Positivist philosophies, and its impact on modern<br />

culture and more specifically on education. Second, major sources <strong>of</strong> the<br />

21


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

22<br />

tradition <strong>of</strong> child-centred education, with a focus on at least two major<br />

thinkers from a group including Rousseau, Pestallozi, Froebel and<br />

Montessori.<br />

(b) History <strong>of</strong> Irish <strong>Education</strong>: This part studies the development <strong>of</strong> Irish<br />

education since 1800, with particular emphasis on the political and<br />

religious factors which strongly influenced the evolution <strong>of</strong> the institution and<br />

structures and control mechanisms which exist today. The course helps<br />

students to understand how the Irish system developed in a historical context<br />

<strong>of</strong> conflicting ideologies (Catholicism, Protestantism, Secularism,<br />

Liberalism), changing political power, and practical compromise.<br />

ED222<br />

ED223<br />

Digital Learning (2.0 credits)<br />

The availability <strong>of</strong> digital technologies poses fundamental challenges for<br />

educators. Teachers need to have a clear understanding <strong>of</strong> the currently<br />

available technological innovations and a rationale for their appropriate<br />

use in an educational context. The purpose <strong>of</strong> this course is to enable<br />

students to become fluent users <strong>of</strong> various digital technologies. This will<br />

allow them to be able to make informed decisions and be confident in<br />

making use <strong>of</strong> digital technology in teaching and learning when and where<br />

appropriate. The course consists <strong>of</strong> a series <strong>of</strong> interactive workshops and<br />

relevant assignments will be set throughout the semester.<br />

Psychology <strong>of</strong> <strong>Education</strong> (2.5 credits)<br />

(a) Learning: An examination <strong>of</strong> the various kinds <strong>of</strong> learning and the<br />

factors that influence each kind. A hierarchy <strong>of</strong> types <strong>of</strong> learning will be<br />

examined as well as the relationship between them. Included will be<br />

conditioning, association learning, remembering, concept learning and<br />

problem solving. Particular attention will be given to the factors that<br />

promote learning including motivation (intrinsic and extrinsic), capacity,<br />

conditions <strong>of</strong> practice and forgetting.<br />

(b) Social, Emotional and Personal Development <strong>of</strong> Children: Consideration<br />

is given to the main factors that are significant in these features <strong>of</strong> children's<br />

development. Particular attention is given to the importance <strong>of</strong> early<br />

attachments and bonding, development <strong>of</strong> fears, aspects <strong>of</strong> family structure,<br />

parental and peer influences. A focus will be on the development <strong>of</strong><br />

antisocial behaviour (including substance use) with reference to the<br />

importance <strong>of</strong> models, management <strong>of</strong> behaviour and effects <strong>of</strong> mass<br />

media.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

<strong>St</strong>udents choose either Religious <strong>Education</strong> or Ethics and <strong>Education</strong><br />

ED224<br />

ED224<br />

Religion <strong>Education</strong> (2.0 credits)<br />

<strong>St</strong>udents explore some <strong>of</strong> the theoretical foundations <strong>of</strong> religious education<br />

in primary schools with a particular emphasis on the senior classes 3rd –<br />

6th. <strong>St</strong>udents learn how to prepare schemes <strong>of</strong> work in religious education<br />

for a variety <strong>of</strong> settings. Critical and creative engagement with curricular<br />

materials and programmes is encouraged.<br />

or<br />

Ethics and <strong>Education</strong> (2.0 credits)<br />

The content for year two <strong>of</strong> the Ethics and <strong>Education</strong> course incorporates<br />

both theory and practice. The topics to be covered include moral<br />

philosophy, political philosophy, contemporary issues, pedagogical<br />

approaches to teaching ethics, lesson content – including two strands <strong>of</strong><br />

Educate Together ethical curriculum, Learn Together – and the Teaching<br />

Council guidelines on ethical teaching. Visits to schools to observe and<br />

participate in ethics lessons are integrated into the course.<br />

23<br />

ED225<br />

Sociology <strong>of</strong> <strong>Education</strong> (2.0 credits)<br />

This course introduces students to the discipline <strong>of</strong> sociology and provides<br />

them with a sociological framework for the analysis <strong>of</strong> the education <strong>of</strong><br />

children. The aims <strong>of</strong> the course are: to introduce some <strong>of</strong> the debates in<br />

which social scientists are currently engaged about the formative influences<br />

on a child’s development; to raise awareness <strong>of</strong> the persistent cultural and<br />

class-based inequalities in education achievement in this country; to focus<br />

particularly on ‘the family’ as a key site <strong>of</strong> socialisation for children; to<br />

examine relationships between home and school from the perspectives <strong>of</strong><br />

social class, gender and race.<br />

This course includes the following areas <strong>of</strong> study:<br />

• Introduction to Sociology, sociology <strong>of</strong> the family<br />

• Families and education<br />

• Family diversity in Ireland (with particular reference to<br />

one-parent families)<br />

• Parental Participation in Primary Schooling<br />

• Families, <strong>Education</strong> and Equality Legislation<br />

• Home <strong>Education</strong>


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

24<br />

ED226<br />

Part III<br />

ED232<br />

Teaching <strong>St</strong>udies (2.0 credit)<br />

Classroom Organisation and Grouping for Effective Teaching and Learning:<br />

This course examines important issues relating to effective teaching and to<br />

the organisation and grouping <strong>of</strong> children for teaching in the primary<br />

school classroom. Effective practices in the context <strong>of</strong> whole-class teaching<br />

and various approaches to grouping pupils for instruction, within-school<br />

and within-class, are examined and discussed in the light <strong>of</strong> research<br />

evidence. <strong>St</strong>udents are provided with an opportunity to examine the<br />

potential <strong>of</strong> different grouping formats and to apply these in a teaching<br />

context. Special consideration is given to effective classroom organisation<br />

and instruction in consecutive/combined and in multigrade/multiage<br />

classes. This course has a substantial online dimension, which provides<br />

students with access to a wide range <strong>of</strong> resources and opportunities for<br />

online interaction with lecturer and peers.<br />

Reading<br />

Reading (2.0 credits)<br />

Developmental Reading II: The focus <strong>of</strong> this course is on the development <strong>of</strong><br />

reading and writing skills in senior classes. It examines the following topics:<br />

comprehension development using fiction and non-fiction; reading study<br />

skills; the development <strong>of</strong> oral/silent reading skills; teaching English as an<br />

additional Language; writing workshop in the senior classes; classroom<br />

organisation for reading; preparation <strong>of</strong> reading lessons and schemes;<br />

assessment <strong>of</strong> reading progress. There is a strong focus on enabling<br />

children to become confident independent readers, through providing a<br />

rich range <strong>of</strong> texts for children to engage with and through providing a<br />

range <strong>of</strong> meaningful contexts for skill development.<br />

Part IV Mathematics<br />

ED241<br />

Mathematics <strong>Education</strong> (2.0 credits)<br />

This module considers the teaching <strong>of</strong> the mathematics curriculum in First<br />

through Sixth Classes. The primary mathematics curriculum is structured<br />

along two intersecting dimensions. One dimension contains the traditional<br />

content strands: Number, Algebra, Shape and Space, Measure, and Data.<br />

The second dimension contains the cognitive process skills which are to be<br />

addressed across these strands: Problem-solving, Communicating and<br />

expressing, Making connections, Mathematical reasoning, Implementing<br />

procedures and strategies, and Recalling facts and definitions. <strong>St</strong>udents are<br />

expected to familiarise themselves with this structure and to be able to select


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Part V<br />

ED251<br />

or design activities/tasks for any particular content objective <strong>of</strong> the<br />

mathematics curriculum. Emphasis is placed on lines <strong>of</strong> development for the<br />

teaching <strong>of</strong> Geometry, Measures and Algebra. The sessions are all in<br />

workshop format, with some lecture input, and are designed to illustrate key<br />

aspects relating to teaching and learning mathematics.<br />

Teagasc na Gaeilge<br />

Teagasc na Gaeilge (2.0 creidiúint)<br />

Cuirtear ar chumas na mac léinn an Ghaeilge a mhúineadh do<br />

mheánranganna agus d'ardranganna na bunscoile mar chéad agus mar<br />

dhara teanga sa chúrsa seo. Beidh tuiscint ag na mic léinn ar chur chuige<br />

cumarsáideach agus ar an mbealach le cumas labhartha an pháiste a<br />

fhorbairt ach go háirithe. Beidh siad in ann tascanna léitheoireachta agus<br />

scríbhneoireachta a mhúineadh anuas ar na gníomhaíochtaí éisteachta<br />

agus labhartha a rinneadh sa chéad bhliain. Beidh cur amach ag na mic<br />

léinn ar straitéisí éagsúla múinteoireachta agus conas iad a úsáid go<br />

praiticiúil i gceachtanna ar chleachtadh múinteoireachta. Beidh tionscadal<br />

le déanamh mar chuid den chúrsa. Is trí mheán na Gaeilge a chuirtear an<br />

cúrsa i láthair. Díre<strong>of</strong>ar ar mhúineadh na Gaeilge, i scoileanna Gaeltachta<br />

agus i scoileanna lán-Ghaeilge, i gceardlann amháin acu siúd.<br />

25<br />

Part VI Social, Environmental and Scientific <strong>Education</strong> (SESE)<br />

ED261<br />

Social and Environmental <strong>Education</strong> (3.0 credits)<br />

This course takes an enquiry-based approach to children’s learning in<br />

relation to the historical, geographical and social environment.<br />

Curriculum Geography<br />

The Curriculum Geography course blends theory and practice to enable<br />

participants to teach primary geography in a varied and interesting way.<br />

Through a range <strong>of</strong> lectures and seminars participants are encouraged to<br />

reflect on personal experiences <strong>of</strong> learning geography and to develop their<br />

own philosophy <strong>of</strong> geography. The course is founded on enquiry based<br />

learning, including practical class and fieldwork in the locality <strong>of</strong> the<br />

college. Throughout the course there is a creative approach to geography,<br />

with opportunities for participants to experience approaches and content in<br />

geography they may not have encountered before. Planning for primary<br />

geography in the classroom is integral to the course, with various<br />

opportunities for collaborative planning activities.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

26<br />

Curriculum History<br />

Curriculum History introduces students to current theory and practice in<br />

history education. Children's understanding <strong>of</strong> historical concepts and the<br />

development <strong>of</strong> historical skills and attitudes are explored through lectures<br />

and seminars. <strong>St</strong>udents experience a range <strong>of</strong> methodologies through<br />

participative seminars which focus on evidence-based approaches to the<br />

teaching <strong>of</strong> history. The principles <strong>of</strong> good planning are applied to a variety<br />

<strong>of</strong> topics in the primary curriculum and students are supported in the<br />

development <strong>of</strong> their skills in this area. Ideas such as citizenship, identity<br />

and community are developed in the context <strong>of</strong> history education.<br />

ED262<br />

Curriculum Science (3.0 credits)<br />

Curriculum Science is a practical subject that helps equip students with the<br />

knowledge and skills required to implement the Revised Primary Science<br />

Curriculum. This subject is taught through practical workshops where<br />

students work through, discuss and reflect upon numerous activities that can<br />

be taught in primary classrooms. The subject matter covers the following<br />

areas within science; Biology, Physics, Chemistry, Technology and<br />

Environmental awareness and care.<br />

Part VII Teaching Practice and Preparation for Teaching<br />

ED271<br />

Teaching Practice (4.0 credit)<br />

Spring Teaching Practice (Dublin-based - 3 weeks) This teaching practice<br />

normally takes place in the Dublin/greater Dublin area during the second<br />

semester. <strong>St</strong>udents are assigned individually by the <strong>College</strong> to a senior class<br />

i.e. Third Class-Sixth Class or to a combination <strong>of</strong> classes in this range.<br />

<strong>St</strong>udents visit their school prior to the commencement <strong>of</strong> their teaching<br />

practice in order to prepare, in consultation with the class teacher, a<br />

comprehensive programme <strong>of</strong> work for the class they will be teaching and<br />

to meet with the principal and the children. <strong>St</strong>udents are required to prepare<br />

and teach a minimum <strong>of</strong> 4 lesson plans, ensuring breadth and balance in<br />

the curriculum over the teaching practice period. Schemes <strong>of</strong> work are also<br />

prepared by students for this teaching practice. The teaching practice grade<br />

attained by students during this teaching practice contributes towards the<br />

award <strong>of</strong> the BEd degree. One third <strong>of</strong> the total marks for teaching practice<br />

in the BEd degree is allocated to the Spring teaching practice in second<br />

year. <strong>St</strong>udents who do not reach a satisfactory standard during this<br />

teaching practice are required to repeat the practice in the Autumn<br />

normally in an assigned school in the Dublin/greater Dublin area. <strong>St</strong>udents<br />

who fail to reach a satisfactory standard in teaching practice are not


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

permitted to progress to the final year <strong>of</strong> the BEd programme. <strong>St</strong>udents are<br />

not permitted to serve in the capacity <strong>of</strong> a paid substitute teacher during any<br />

teaching practice in second year. Following Spring teaching practice,<br />

students receive structured guidance on preparation for all-day teaching in<br />

the Autumn teaching practice.<br />

Autumn Teaching Practice (3 weeks)<br />

This teaching practice placement selected by the student normally takes<br />

place in September in a school prior to returning to <strong>College</strong>. During this<br />

teaching practice, students again teach a senior class standard but at a<br />

different level, in so far as this is possible, from their Spring teaching<br />

practice. <strong>St</strong>udents will gain experience <strong>of</strong> teaching all day during this<br />

teaching practice including preparing a plean laethúil and nótaí ceachta.<br />

27<br />

ED272<br />

Preparation for Teaching Practice (1.0 credit)<br />

Preparation for teaching practice in second year builds on the content and<br />

processes involved in teaching practices in first year. The preparation <strong>of</strong><br />

schemes is explained. Matters such as child protection, internet safety,<br />

classroom organisation and behaviour management, and key pr<strong>of</strong>essional<br />

values receive additional consideration. The core requirements <strong>of</strong> all<br />

students on teaching practice are outlined at lectures.<br />

Third Year<br />

Part I<br />

ED311<br />

Teaching Practice and Preparation for Teaching<br />

Teaching Practice (10.0 credits)<br />

Spring Teaching Practice (Dublin-based - 5 weeks)<br />

Final teaching practice normally takes place in the Dublin/Greater Dublin<br />

area during the second semester. <strong>St</strong>udents are assigned by the college<br />

individually to any class standard from Junior Infants to Sixth Class or to a<br />

combination <strong>of</strong> classes in this range. Final teaching practice comprises five<br />

weeks (one week <strong>of</strong> structured preparation precedes 4 weeks in the<br />

assigned school) and 2 preliminary visit days to the assigned school.<br />

<strong>St</strong>udents are required to teach all day during final teaching practice.<br />

<strong>St</strong>udents prepare schemes <strong>of</strong> work, a plean laethúil and nótaí ceachta in<br />

addition to fulfilling other requirements <strong>of</strong> students on final teaching<br />

practice. Preparation week involves work in the <strong>College</strong>, and work in<br />

schools to ensure that schemes <strong>of</strong> work, lesson plans and folders are<br />

completed and in order by the end <strong>of</strong> the preparation week. The teaching<br />

practice mark awarded on the BEd degree is the combined grade achieved<br />

by the student in Spring teaching practice in both second and third year.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

28<br />

ED312<br />

Part II<br />

ED321<br />

Two thirds <strong>of</strong> the teaching practice marks are awarded for final teaching<br />

practice. <strong>St</strong>udents are not permitted to serve in the capacity <strong>of</strong> a paid<br />

substitute teacher during any teaching practice in third year.<br />

Preparation for Teaching Practice (1.0 credit)<br />

The practical work and experience in schools <strong>of</strong> the previous two years are<br />

reviewed. More detailed instruction is given relating to preparation for final<br />

teaching practice. A series <strong>of</strong> plenary seminars facilitated by guest<br />

lecturers/specialists /educational experts takes place in the second<br />

semester. Plenary seminars focus on helping prepare students for their first<br />

year in teaching. Sessions include inputs from the Teaching Council, the<br />

INTO and practising teachers and principals. These seminars form an<br />

important part <strong>of</strong> the preparation <strong>of</strong> students for entering the pr<strong>of</strong>ession <strong>of</strong><br />

teaching.<br />

Foundation <strong>St</strong>udies<br />

Classroom Assessment (2.0 credits)<br />

Assessment may be defined as the process <strong>of</strong> gathering, interpreting,<br />

recording, using and reporting information about pupils to aid decision<br />

making. This course on classroom assessment explores all aspects <strong>of</strong><br />

assessment that a teacher may encounter in the normal course <strong>of</strong> teaching<br />

in the primary school. In presenting assessment as a central component <strong>of</strong><br />

teaching and learning, students are required to consider how they will plan,<br />

select, adapt, construct, use, evaluate and improve a variety <strong>of</strong> assessments<br />

in their own classrooms. In addition to the formal ways <strong>of</strong> gathering<br />

assessment information that are typically used, usually paper-and-pencil<br />

tests, alternatives to these assessments are explored as are the more<br />

informal approaches used before, during and after the teaching and<br />

learning process. Principles that can be used to guide interpreting<br />

assessment information are emphasised and a variety <strong>of</strong> methods for<br />

recording and reporting assessment information to various audiences are<br />

presented. While the course is designed to be practically useful, the many<br />

theoretical issues that impinge on assessment in the classroom are also<br />

explored in some detail.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

ED322<br />

ED323<br />

Part III<br />

ED331<br />

Philosophy <strong>of</strong> <strong>Education</strong> (2.5 credits)<br />

The course is taught in two parts:<br />

(a) This part <strong>of</strong> the course which encourages students through reading,<br />

reflection and discussion to develop a personal philosophy <strong>of</strong> education,<br />

focuses mainly on ethical issues involved in education. Themes discussed<br />

include: the rights and obligations <strong>of</strong> different partners in education,<br />

especially pupils, teachers, parents, and the state; education as<br />

'humanisation' and consequent critique <strong>of</strong> reductionist conceptions,<br />

especially contemporary market-driven ones, <strong>of</strong> the proper ends <strong>of</strong><br />

education; the basis <strong>of</strong> pedagogic authority and the question <strong>of</strong> its<br />

reconcilability with pupils' freedom; the significance <strong>of</strong> childhood as a<br />

lifephase and the losses as well as the gains that may be involved in<br />

'maturation'; the relationship between 'rationality' and affectivity, especially<br />

in moral development; 'critical thinking' and its facilitation within a context<br />

<strong>of</strong> 'dialogue'.<br />

(b) This part <strong>of</strong> the course involves a study <strong>of</strong> the philosophical underpinning<br />

<strong>of</strong> current approaches (child-centred, teacher-centred) to teaching. The<br />

course helps students to understand what the meaning <strong>of</strong> philosophy is and<br />

how different philosophical views <strong>of</strong> the human world strongly influence<br />

what is taught in schools and how it is taught.<br />

Sociology <strong>of</strong> <strong>Education</strong> (2.0 credits)<br />

This course aims to focus on some <strong>of</strong> the more important social factors that<br />

impinge upon and condition the work <strong>of</strong> schools; and to provide some<br />

sociological insights that may be helpful in relation to future work in<br />

classrooms and schools. The findings <strong>of</strong> current sociological studies in the<br />

field <strong>of</strong> education – particularly Irish research work – are also presented.<br />

The following are the main substantive areas covered:<br />

• The organisation <strong>of</strong> learning in schools<br />

• Social Class and Schooling<br />

• Gender and Schooling<br />

• Ethnicity/’Race’ and Schooling<br />

Curriculum and Teaching<br />

Teaching <strong>St</strong>udents with Special <strong>Education</strong>al Needs (2.0 credits)<br />

The course aims to familiarise students with the concept <strong>of</strong> special<br />

educational needs and with the conditions and circumstances associated<br />

with such needs. The course covers the development <strong>of</strong> special education in<br />

Ireland, the nature <strong>of</strong> current provision, observable trends, pr<strong>of</strong>essional<br />

29


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

30<br />

ED332<br />

ED333<br />

collaborations and topics currently at issue in the area. The course also aims<br />

to enable students to grasp the basic principles <strong>of</strong> planning for pupils with<br />

special educational needs in terms <strong>of</strong> learning outcomes and teaching<br />

strategies. Particular emphasis is placed on the importance <strong>of</strong> the four core<br />

curricular areas (literacy, numeracy, oral language & communication,<br />

SPHE) in relation to planning and implementing effective programmes for<br />

pupils with special educational needs.<br />

Teagasc na Gaeilge (1.0 creidiúint)<br />

Beidh mic léinn in ann cur síos a dhéanamh ar na gnéithe is suntasaí de<br />

chur chuige cumarsáideach agus ar na modhanna múinte is éifeachtaí chun<br />

Gaeilge a mhúineadh do pháistí bunscoile mar chéad agus mar dhara<br />

teanga ag deireadh an chúrsa seo. Beidh tuiscint acu ar shealbhú na<br />

Gaeilge mar chéad agus mar dhara theanga; ar mhúineadh i Scoil lán-<br />

Ghaeilge; ar an luathlitearthacht le rainn, le hamhráin agus le scéalaíocht<br />

ag úsáid puipéad; ar léitheoireacht fíorleabhar agus ar phróiseas na<br />

scríbhneoireachta; ar mheasúnú sa Ghaeilge agus ar Theagasc trí<br />

Ghaeilge agus an Dátheangachas. Is trí mheán na Gaeilge a chuirtear an<br />

cúrsa i láthair.<br />

Teaching <strong>St</strong>udies (1.5 credit)<br />

Planning the Curriculum at the level <strong>of</strong> the School: Schools as organisations,<br />

leadership styles, cultures <strong>of</strong> teaching and the development <strong>of</strong> school plans<br />

through staff development and the promotion <strong>of</strong> collegiality are dealt with<br />

within a context <strong>of</strong> decentralisation, local autonomy, change and continuity<br />

in a climate which advocates greater accountability as a means <strong>of</strong> school<br />

improvement.<br />

ED334 Mathematics <strong>Education</strong> (1.5 credits) *<br />

This module considers the teaching <strong>of</strong> the mathematics curriculum in First<br />

through Sixth Classes. The primary mathematics curriculum is structured<br />

along two intersecting dimensions. One dimension contains the traditional<br />

content strands: Number, Algebra, Shape and Space, Measure, and Data.<br />

The second dimension contains the cognitive process skills which are to be<br />

addressed across these strands: Problem-solving, Communicating and<br />

expressing, Making connections, Mathematical reasoning, Implementing<br />

procedures and strategies, and Recalling facts and definitions. <strong>St</strong>udents are<br />

expected to familiarise themselves with this structure and to be able to select<br />

or design activities/tasks for any particular content objective <strong>of</strong> the<br />

mathematics curriculum. Particular emphasis is placed on developing the<br />

Number strand from First to Sixth Classes, and on aspects <strong>of</strong> Data handling.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

The sessions are all in workshop format, with some lecture input, and are<br />

designed to illustrate key aspects relating to teaching and learning<br />

mathematics.<br />

ED335 SPHE (1.5 credits) *<br />

The SPHE curriculum provides particular opportunities for teachers to foster<br />

the personal development, health and well being <strong>of</strong> the child and to help<br />

him/her to create and maintain supportive relationships and become an<br />

active and responsible citizen in society. Aspects <strong>of</strong> the curriculum are<br />

explored on this course, in particular the development <strong>of</strong> life skills (e.g.<br />

dealing with feelings, decision making, communication, personal safety and<br />

conflict resolution). The role <strong>of</strong> the teacher in fostering self-esteem in the<br />

classroom underpins the work. Department <strong>of</strong> <strong>Education</strong> and Skills<br />

Programmes available to schools for SPHE (Walk Tall, <strong>St</strong>ay Safe, RSE) are<br />

examined, and time is spent discussing how these might be used in the<br />

classroom and school. Active learning methodologies are used throughout<br />

the course, including circle work, role play, story, brainstorming,<br />

visualisations, and various types <strong>of</strong> group work. Facilitation skills are<br />

modelled and practised. The importance <strong>of</strong> class and school ethos for<br />

children’s SPHE is emphasised. Possibilities for integration <strong>of</strong> SPHE are<br />

discussed. Monitoring and assessment <strong>of</strong> children’s progress in SPHE is also<br />

covered on this course.<br />

31<br />

ED336 Digital Learning (1.5 credits) *<br />

The effective use <strong>of</strong> digital technologies in education will require teachers<br />

to:<br />

• become fluent users <strong>of</strong> the digital technologies at their disposal<br />

• make informed decisions and be confident in using digital technology<br />

in teaching and learning.<br />

Through a series <strong>of</strong> interactive workshops, this course allows students to<br />

deepen their understanding <strong>of</strong> what being digital means for learning.<br />

Appropriate and relevant assignments will be set throughout the semester.<br />

ED337 The Global Teacher (1.0 credit) *<br />

This course will equip students with the skills and understandings necessary<br />

to teach from a global justice perspective. It is seminar-based and crosscurriclur,<br />

with a strong focus on classroom practice. <strong>St</strong>udents engage with<br />

practical methodologies and approaches which will enable them to explore<br />

human rights, development and diversity issues across all age and ability<br />

levels in the primary school, with special reference to the multi-cultural<br />

classroom. In keeping with its cross-curricular nature, the students are


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

required to reflect a global justice perspective in their assignment in one <strong>of</strong><br />

the following areas: Social, Personal and Health <strong>Education</strong> (SPHE), Digital<br />

Learning, Mathematics <strong>Education</strong>.<br />

32<br />

ED338<br />

Elective Courses (2.5 credits)<br />

<strong>St</strong>udents study one elective course in <strong>Education</strong>. Elective options vary from<br />

year to year. The availability <strong>of</strong> any option will depend on a minimum<br />

enrolment. It may not be possible to allocate all students to their first choice.<br />

Following are elective courses which were <strong>of</strong>fered in 2010-<strong>2011</strong>.<br />

• An Ghaelscolaíocht agus teagasc trí Ghaeilge<br />

• Building Expertise in Science Teaching (BEST)<br />

• Cluichí Gaelacha agus an Bhunscoil<br />

• Communication for Learning: English as an Additional<br />

Language<br />

• Creativity and Imagination in Teaching and Learning<br />

• Creating New Norms: <strong>Education</strong>al Disadvantage<br />

• Drama<br />

• Early Childhood <strong>Education</strong><br />

• Learning to Teach Primary Maths<br />

• Making Music in the Classroom<br />

• Nutrition in <strong>Education</strong><br />

• Physical <strong>Education</strong> at the Centre <strong>of</strong> the Child’s Learning<br />

• Powerful Literacy Instruction for all Readers and Writers<br />

in the Classroom<br />

• Social, Emotional and Behavioural Difficulties<br />

• Teaching and Thinking in Different School Contexts<br />

• Visual Arts<br />

• When Writers Read<br />

For further details, see the Department's website:<br />

www.spd.dcu.ie/education


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

BIOSCIENCE<br />

First University only<br />

The Bioscience course deals with current issues in biology, containing aspects <strong>of</strong> botany,<br />

zoology and cell biology. Practical work related to all these elements is included. Major<br />

aims <strong>of</strong> the course include the acquisition <strong>of</strong> scientific literacy, positive attitudes to<br />

science and an understanding <strong>of</strong> the place <strong>of</strong> biological science in society. As all topics<br />

start from first principles, no prior scientific knowledge is required to do well in this<br />

enjoyable and enriching study. The course itself deals with living things - their nature,<br />

diversity, functioning, interdependence, change and continuity over time. Examination<br />

is by continuous assessment, a practical examination and by a written examination.<br />

33<br />

<strong>St</strong>udents take all courses to accumulate 15 credits.<br />

BIOS 101<br />

BIOS 102<br />

The Scientific / Cultural Background: Nature <strong>of</strong> Science<br />

(5 credits) (semester 1 & 2)<br />

Ecology and Diversity <strong>of</strong> Life (5 credits)<br />

(semester 1 & 2)<br />

BIOS 103 Cell Biology (5 credits) (semester 1 & 2)<br />

BIOS 104 Practical Work (semester 1 & 2)<br />

For further details, see the Department’s website:<br />

www.spd.dcu.ie/bioscience


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

ENGLISH<br />

34<br />

<strong>St</strong>udents <strong>of</strong> English engage with a wide range <strong>of</strong> literature, with a particular emphasis<br />

on works by Irish, English and American writers. During the three year programme<br />

students become familiar with the characteristics and contexts <strong>of</strong> drama, poetry and<br />

fiction, studying texts from the 16th century to the present moment. In doing so, students<br />

acquire the critical tools with which to read a literary text and develop their fluency and<br />

skills in language and expression. Central to the aims <strong>of</strong> the department is the<br />

promotion and development in our students <strong>of</strong> independent critical thinking, <strong>of</strong> creative<br />

thinking and an appreciation <strong>of</strong> the aesthetic. These aims are facilitated by lectures and<br />

small group teaching that includes weekly tutorials in all years, elective seminars in<br />

second year and Research Seminars in third year leading to the writing <strong>of</strong> a thesis. As<br />

part <strong>of</strong> the thesis writing process in third year, students work one-to-one with a<br />

supervisor from the academic staff.<br />

Assessment includes: exams; essays; projects; thesis proposal and thesis in third year.<br />

The courses listed below may be subject to change in <strong>2011</strong>-<strong>2012</strong>.<br />

First Year - 15 credits<br />

BEd students take all courses<br />

First Semester<br />

ENG 101<br />

ENG 102<br />

ENG 103<br />

ENG 107<br />

Poetry and Possibility (2.5 credits)<br />

Introduction to Drama (2.5 credits)<br />

Introduction to Fiction: the Short <strong>St</strong>ory (2.5 credits)<br />

Language and analysis/writing seminar<br />

(To be taken in both semesters)<br />

Second Semester<br />

ENG 104<br />

ENG 105<br />

ENG 106<br />

ENG 107<br />

Irish Writing Now and Then (2.5 credits)<br />

Research Skills and Critical Approaches (2.5 credits)<br />

Fiction: What’s Novel about the Novel? (2.5 credits)<br />

Language and analysis/writing seminar<br />

(To be taken in both semesters)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Second Year - 25 credits<br />

<strong>St</strong>udents take all courses<br />

First Semester<br />

ENG 201<br />

ENG 202<br />

ENG 203<br />

ENG 207<br />

Creating Childhood: Writers and Texts in the<br />

Nineteenth Century (3 credits)<br />

Shakespeare (3 credits)<br />

Radicals and Rebels in the Romantic Period (3 credits)<br />

Language and analysis/writing seminar (3 credits)<br />

35<br />

Second Semester<br />

ENG 204<br />

ENG 205<br />

ENG 206<br />

ENG 207<br />

Decadence and Late Nineteenth-Century Literature (3 credits)<br />

American Literature: American Dreams (3 credits)<br />

Irish Writing 1: Nation and Imagination (3 credits)<br />

Language and analysis/writing seminar (3 credits)<br />

(To be taken in both semesters)<br />

Third Year - 25 credits<br />

<strong>St</strong>udents take all courses<br />

First Semester<br />

ENG 302<br />

ENG 303<br />

ENG 304<br />

ENG 307<br />

Modernisms (3 credits)<br />

Research Seminar: Options (3 credits)<br />

Children’s Literature: The Playgrounds <strong>of</strong> Childhood (3 credits)<br />

Language and analysis/writing seminar (3 credits)<br />

(To be taken in both semesters)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Second Semester<br />

36<br />

ENG 305 <strong>St</strong>aging the Transatlantic (3 credits)<br />

ENG 306 Research Seminar: Thesis (3 credits)<br />

ENG 309 American Gothic (3 credits)<br />

ENG 307 Language and analysis/writing seminar (3 credits)<br />

(To be taken in both semesters)<br />

Pr<strong>of</strong>essional English<br />

Children, Literature and Language<br />

Pr<strong>of</strong>essional English must be taken by all BEd students who are not taking English as an<br />

academic subject. Pr<strong>of</strong>essional English has two distinct and complementary functions:<br />

to give students an insight into literature and to develop their fluency and skills in<br />

language. <strong>St</strong>udents are given an understanding <strong>of</strong> how texts work and how to read<br />

critically. Texts are selected on their literary merit and for the purpose <strong>of</strong> drawing<br />

attention to particular areas <strong>of</strong> language usage.<br />

In first year, the course consists <strong>of</strong> a series <strong>of</strong> lectures on Children's Literature and books<br />

featuring childhood. In second year, students must complete a study on the work <strong>of</strong> a<br />

writer <strong>of</strong> fiction or <strong>of</strong> poetry for children. This satisfies the examination requirements for<br />

Pr<strong>of</strong>essional English in third year.<br />

Both these courses are subject to change.<br />

For further details, see the Department’s website:<br />

www.spd.dcu.ie/english


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

FRENCH<br />

The undergraduate course provides students with a comprehensive introduction to<br />

important aspects <strong>of</strong> modern France, including its literature and culture in the context<br />

<strong>of</strong> French society as a whole. Some consideration is also given to the position <strong>of</strong> France<br />

in a wider context, in terms both <strong>of</strong> Europe and the wider Francophone world.<br />

Considerable emphasis is placed on the development <strong>of</strong> students’ capacities in the use<br />

<strong>of</strong> the French language: full use <strong>of</strong> state-<strong>of</strong>-the-art language laboratory resources<br />

combined with personal study and research, the development <strong>of</strong> a language portfolio<br />

and continuous work and practice in the written word allow for the acquisition <strong>of</strong> a<br />

high-level <strong>of</strong> competence in spoken and written French. <strong>St</strong>udents are encouraged to<br />

spend time in France by participating in one <strong>of</strong> a number <strong>of</strong> mobility programmes. The<br />

B.Ed. programme includes study in the final year <strong>of</strong> the teaching <strong>of</strong> modern languages<br />

in primary school from practical and theoretical perspectives and an introduction to<br />

research in an area <strong>of</strong> modern French literature.<br />

37<br />

The courses listed below may be subject to change in <strong>2011</strong>-12.<br />

Unless otherwise indicated, the modules below are one-semester courses.<br />

First Year - 15 credits<br />

<strong>St</strong>udents take all courses<br />

FR 101 Language & Written Expression I (2 semesters) (6 credits)<br />

FR 102 Oral Comprehension and Expression I (2 semesters)<br />

(4 credits)<br />

FR 103 Text, Image and Culture I (2.5 credits)<br />

FR 104 Text, Image and Culture II (2.5 credits)<br />

Second Year - 25 credits<br />

<strong>St</strong>udents take all courses<br />

FR 201 Language and Written Expression II (2 semesters) (6 credits)<br />

FR 202 Oral Comprehension and Expression II (2 semesters)(4 credits)<br />

FR 203 Introduction to Linguistics (3 credits)<br />

FR 204 Introduction to French Cinema (3 credits)<br />

FR 205 Classicism and Experimentation in French Theatre (3 credits)<br />

FR 206 The 19th-century French Short <strong>St</strong>ory (3 credits)<br />

FR 207 Texts and the Cinema <strong>of</strong> the Années noires (3 credits)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Third Year - 25 credits<br />

38<br />

<strong>St</strong>udents take all courses<br />

FR 301 Language and Written Expression III (2 semesters ) (6 credits)<br />

FR 302 Oral Comprehension and Expression III (2 semesters)<br />

(4 credits)<br />

FR 303 Modernity in 19th-century French Literature & Art<br />

(2 credits)<br />

FR 304 Autour de Paris : images and texts <strong>of</strong> la banlieue<br />

(2 credits)<br />

FR 305 Research Dissertation on a Literary Topic (2 semesters)<br />

(5 credits)<br />

FR 306 Second-Language Acquisition (2 credits)<br />

FR 307 Memory & Identity (2 credits)<br />

FR 309 Teaching Modern Languages at Primary Level (2 credits)<br />

For further details, see the Department’s website:<br />

www.spd.dcu.ie/french


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

GAEILGE<br />

Scrúdaítear teanga, litríocht agus cultúr na Gaeilge ina gcomhthéacsanna staire agus<br />

comhaimseartha le linn an chúrsa Nua-Ghaeilge seo.<br />

Is é aidhm an chúrsa léargas leathan a thabhairt do na hábhair oidí ar na<br />

príomhghnéithe den traidisiún liteartha agus béil, ar fhorbairt na seánraí, ar an<br />

nGaeilge sna meáin chumarsáide agus mar ghné den timpeallacht chultúrtha, agus ar<br />

staid shochtheangeolaíoch chomhaimseartha na teanga. Féachtar le hinniúlachtaí<br />

léitheoireachta, scríbhneoireachta, anailíse agus critice na mac léinn a fhorbairt trí<br />

théacsanna agus acmhainní foghlama ilghnéitheacha a chur faoina mbráid sna cúrsaí<br />

éagsúla léachta. Déantar na scileanna teanga – éisteacht, labhairt, léamh agus scríobh<br />

– a chleachtadh trí chúrsa comhtháite teanga a chur ar fáil sna seimineáir. Trí na<br />

príomhfhoinsí eolais agus tagartha i réimsí éagsúla de léann na Gaeilge a chur faoina<br />

mbráid agus a phlé, féachtar le cumas machnaimh agus le scileanna taighde na mac<br />

léinn a chleachtadh agus a fhorbairt ar bhealach a rachaidh chun tairbhe dóibh agus<br />

iad ag feidhmiú go gairmiúil mar mhúinteoirí bunscoile. Tá sé mar aidhm ag an gcúrsa<br />

go mbeidh na saintuiscintí teangeolaíochta, sochtheangeolaíochta agus cultúir ag<br />

céimithe BOid le Gaeilge a chuideoidh leo feidhmiú mar shaineolaithe ábhair i<br />

gcomhthéacs na bunscoile.<br />

39<br />

An Chéad Bhliain (15 creidiúint):<br />

Déanann mic léinn gach ceann de na hocht modúl. Múintear GAE 108/109 sa dá<br />

sheimeastar.<br />

Seimeastar 1<br />

GAE 101 An Béal Beo 1: An Scéalaíocht Thraidisiúnta (2.5 creidiúint)<br />

GAE 102 Meáin Chumarsáide na Gaeilge 1: An Iriseoireacht Chlóite<br />

agus Chraolta (1.25 creidiúint)<br />

GAE 103 An Nualitríocht 1: An Ficsean Comhaimseartha<br />

(2.5 creidiúint)<br />

Seimeastar 2<br />

GAE 104 An Béal Beo 2: Caoineadh Airt Uí Laoghaire (2.5 creidiúint)<br />

GAE 105 Meáin Chumarsáide na Gaeilge 2: Scannáin agus Drámaí<br />

Teilifíse (1.25 creidiúint)<br />

GAE 106 An Nualitríocht 2: Saothar an Phiarsaigh (2.5 creidiúint)<br />

GAE 108 Seimineár Teanga (Uair sa tseachtain gach seimeastar)<br />

/109 (2.5 creidiúint)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

An Dara Bliain (25 creidiúint)<br />

Déanann mic léinn gach ceann de na naoi modúl. Déantar GAE 211/212 sa dá<br />

sheimeastar.<br />

40<br />

Seimeastar 1<br />

GAE 201 An Nualitríocht 3: Litríocht do Pháistí (2.5 creidiúint)<br />

GAE 202 Scéalta agus Scannáin 1: Litríocht an Taistil (2.5 creidiúint)<br />

nó<br />

Saoithiúlacht na Gaeilge 1: Amhráin na Gaeilge (2.5 creidiúint)<br />

GAE 203 Foinn agus Filíocht 1: Litríocht an 17ú hAois (2.5 creidiúint)<br />

GAE 204 Seánraí na Gaeilge 1: An Fhiannaíocht (2.5 creidiúint)<br />

Seimeastar 2<br />

GAE 206 An Nualitríocht 4: An Fhilíocht Chomhaimseartha (2.5 creidiúint)<br />

GAE 207 Scéalta agus Scannáin 2: Litríocht na hImirce (2.5 creidiúint)<br />

GAE 208 Foinn agus Filíocht 2: Filíocht agus Ceol an 18ú hAois<br />

(2.5 creidiúint)<br />

GAE 209 Seánraí na Gaeilge 2: An Dialann sa Ghaeilge<br />

(2.5 creidiúint)<br />

GAE 211 Seimineár Teanga (Uair sa tseachtain gach seimeastar)<br />

/212 (5 creidiúint)<br />

An Tríú Bliain (25 creidiúint)<br />

Déanann mic léinn gach ceann de na naoi modúl. Déantar GAE 312/313 sa dá<br />

sheimeastar.<br />

Seimeastar 1<br />

GAE 301 An Nualitríocht 5: An tÚrscéal Gaeilge (2.5 creidiúint)<br />

GAE 302 An Béal Beo 3: Canúintí na Gaeilge (2.5 creidiúint)<br />

GAE 303 Cúrsa Roghnach: (2.5 creidiúint)<br />

GAE 304 Seánraí na Gaeilge 3: Scéal na Litríochta (2.5 creidiúint)<br />

Seimeastar 2<br />

GAE 306 An Nualitríocht 6: Filí Comhaimseartha na Gaeilge<br />

agus an Traidisiún (2.5 creidiúint)<br />

nó<br />

An Nualitríocht 6: Saothar na nGriannach (2.5 creidiúint)<br />

GAE 307 An Béal Beo 4: An Béaloideas (2.5 creidiúint)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

GAE 308 An tSochtheangeolaíocht (2.5 creidiúint)<br />

GAE 309 Seánraí na Gaeilge 4: Scéalta Beatha na Gaeilge<br />

(2.5 creidiúint)<br />

GAE 312 Seimineár Teanga (Uair sa tseachtain gach seimeastar)<br />

/313 (5 creidiúint)<br />

N.B. Is féidir go dtiocfaidh athruithe áirithe ar leagan amach na gcúrsaí seo.<br />

Cuirfear athrú ar bith in iúl do mhic léinn ag an am cuí.<br />

41<br />

Chun teacht ar thuilleadh eolais, féach ar shuíomh gréasáin na Roinne<br />

www.spd.dcu.ie/gaeilge


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

42<br />

GEOGRAPHY<br />

Geography is the study <strong>of</strong> the inter-relationship between people and environments -<br />

both natural and created by people. In both narrow and wider senses Geography is all<br />

around us. It may be seen at many levels or scales <strong>of</strong> environment, from the local<br />

through to the global. Geographers concern themselves with the human and physical<br />

elements <strong>of</strong> these environments, together with their historical development, spatial<br />

organisation, inter-relationships, management and planning.<br />

The nature and sequence <strong>of</strong> the course in Geography will provide students with a<br />

framework that will guide them from an introductory level through to a detailed analysis<br />

<strong>of</strong> topical issues and themes.<br />

The Geography course will be taught through lectures, tutorials and practical classes<br />

and fieldwork.<br />

First year<br />

N.B. please note that the syllabus below is that which applied in the academic<br />

year 2010-<strong>2011</strong>. Changes may be introduced to the syllabus in <strong>2011</strong>-<strong>2012</strong>.<br />

<strong>St</strong>udents will be notified <strong>of</strong> these changes at the appropriate time.<br />

<strong>St</strong>udents take all courses (15 credits)<br />

GEOG 101 An Introduction to Human Geography (7.5 credits)<br />

GEOG 102 An Introduction to Physical Geography (7.5 credits)<br />

All First Year BEd students are required to attend a one-day field trip as part <strong>of</strong><br />

GEOG 101. This fieldwork will take place before Christmas and students will<br />

be accommodated in smaller groups when going on these trips.<br />

Second Year<br />

N.B. please note that the syllabus below is that which applied in the academic<br />

year 2010-<strong>2011</strong>. Changes may be introduced to the syllabus in <strong>2011</strong>-<strong>2012</strong>.<br />

<strong>St</strong>udents will be notified <strong>of</strong> these changes at the appropriate time.<br />

<strong>St</strong>udents take all courses (25 credits)<br />

GEOG 208 Europe and the European Union (5 credits)<br />

GEOG 209 The Making <strong>of</strong> the Irish Landscape (5 credits)<br />

GEOG 212 Society, Space and Inequality (5 credits)<br />

GEOG 214 Landscape, Heritage and Identity (5 credits)<br />

GEOG 215 Humanitarian Action (5 credits)<br />

All Second Year students will be required to complete a one-day field trip<br />

associated with one <strong>of</strong> the courses taught during Semester 2.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Third Year<br />

N.B. please note that the syllabus below is that which applied in the academic<br />

year 2010-<strong>2011</strong>. Changes may be introduced to the syllabus in <strong>2011</strong>-<strong>2012</strong>.<br />

<strong>St</strong>udents will be notified <strong>of</strong> these changes at the appropriate time.<br />

<strong>St</strong>udents take all courses (25 credits)<br />

GEOG 303 Mediterranean, Middle East and North Africa (5 credits)<br />

GEOG 306 Slums and Suburbs (5 credits)<br />

GEOG 309 Historical Geography (5 credits)<br />

GEOG 313 Skills for Exploring the Environment (5 credits)<br />

GEOG 314 Children’s Geographies (5 credits)<br />

43<br />

For further details, see the Department's website:<br />

www.spd.dcu.ie/geography


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

HISTORY<br />

This subject aims to give students a familiarity with the major events in History, and to<br />

develop their understanding <strong>of</strong> the significant issues and trends in the shaping <strong>of</strong> the<br />

modern world. In the process it seeks to enhance students' critical thinking and<br />

expression and to develop their ability to interpret evidence.<br />

44<br />

The History Department <strong>of</strong>fers a wide variety <strong>of</strong> courses. The emphasis is primarily on<br />

modern Irish, British, European and American history. Most courses are designed to<br />

contain a balance <strong>of</strong> topics from political, social and economic history. Courses are<br />

taught through lectures, tutorials and seminars. In the tutorial system, students meet<br />

weekly in small groups to discuss issues arising from lectures and written work. They<br />

acquire practice in organising and expressing their arguments, both verbally and in<br />

writing. In second and third years, students also present and discuss papers at<br />

seminars. Prospective students should note that it is not necessary to have studied<br />

history previously.<br />

Detailed course descriptions, reading lists etc. are contained in History Course books<br />

presented to students at the beginning <strong>of</strong> each year.<br />

First Year<br />

<strong>St</strong>udents take an Introductory Module and HIST 101, HIST 102 and HIST 103<br />

to accumulate 15 credits<br />

Introductory Module<br />

Introduction to History<br />

HIST 101<br />

HIST 102<br />

HIST 103<br />

From <strong>St</strong>one Age to New Age: the history <strong>of</strong> the Irish<br />

Landscape (5 credits)<br />

Early Modern Europe, 1500-1715 (5 credits)<br />

The World since 1945 (5 credits)<br />

Second Year<br />

<strong>St</strong>udents take HIST 201, HIST 202 and one other second-year course to<br />

accumulate 25 credits<br />

HIST 201<br />

HIST 202<br />

Ireland: from Williamite Conquest to the Great Famine,<br />

1690 -1850 (7.5 credits)<br />

Europe in the Era <strong>of</strong> Enlightenment and Revolution<br />

c. 1740 - c. 1830 (7.5 credits)


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

HIST 203<br />

HIST 204<br />

America: From Colony to Nation<br />

(7.5 credits)<br />

Early Medieval Ireland 431-1169: history and society<br />

(7.5 credits)<br />

Third Year<br />

<strong>St</strong>udents take HIST 301, HIST 302, and either HIST 303 or HIST 304 to<br />

accumulate a total <strong>of</strong> 25 credits<br />

45<br />

HIST 301 Modern Ireland 1850 - 1980 (7.5 credits)<br />

HIST 302 Europe 1848 - 1950: Revolution, Reaction and Reform<br />

(7.5 credits)<br />

HIST 303 Ireland and Irish America 1700 - 2001 (7.5 credits)<br />

HIST 304 America from Civil War to Superpower, 1840 - 1980<br />

(7.5 credits)<br />

Please note that not all options may be on <strong>of</strong>fer in <strong>2011</strong>-12.<br />

For further information see the department website<br />

www.spd.dcu.ie/history


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

MATHEMATICS<br />

46<br />

The course in Mathematics is intended to furnish the student with a firm foundation in<br />

the core areas <strong>of</strong> Algebra and Analysis. This foundation strives to provide a balance<br />

between fundamental theory and applications. Other topics such as Number Theory<br />

and <strong>St</strong>atistics enhance students’ appreciation <strong>of</strong> the ideas as well as some <strong>of</strong> the<br />

applications <strong>of</strong> Mathematics in contemporary society. Extensive use is made <strong>of</strong><br />

mathematical s<strong>of</strong>tware such as Maple and GeoGebra, while Excel is used in the<br />

<strong>St</strong>atistics course.<br />

N.B. Changes may be introduced to the syllabus in <strong>2011</strong>-<strong>2012</strong>. <strong>St</strong>udents will be<br />

notified <strong>of</strong> these changes at the appropriate time.<br />

First Year<br />

<strong>St</strong>udents take all three modules to accumulate 15 credits.<br />

MATH 101<br />

MATH 102<br />

MATH 108<br />

Calculus (6.75 credits)<br />

Finite Mathematics and Linear Algebra (6.75 credits)<br />

Technology for Mathematics (1.5 credits)<br />

Second Year<br />

<strong>St</strong>udents take all three modules to accumulate 25 credits.<br />

MATH 201<br />

MATH 202<br />

MATH 203<br />

Analysis <strong>of</strong> one real variable (8.33 credits)<br />

Linear Algebra (8.33 credits)<br />

Number Theory (8.33 credits)<br />

Third Year<br />

<strong>St</strong>udents take all three modules to accumulate 25 credits.<br />

MATH 301<br />

MATH 302<br />

MATH 306<br />

Calculus <strong>of</strong> Several Variables (8.33 credits)<br />

Abstract Algebra (8.33 credits)<br />

<strong>St</strong>atistics (8.33 credits)<br />

For further details, see the Department’s website:<br />

www.spd.dcu.ie/mathematics


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

MUSIC<br />

The Music course is designed to enable students to develop their musicality, and to<br />

deepen their understanding <strong>of</strong> music. This is achieved in three principal ways. First,<br />

students develop their knowledge and understanding <strong>of</strong> classical, traditional, popular<br />

and other music styles, drawing on a range <strong>of</strong> analytical and critical approaches.<br />

Second, students engage systematically with the practice and development <strong>of</strong> skills and<br />

techniques in music writing, music listening and music technology. Third, they partake<br />

in ongoing studies in individual performance and participate in musical groups. All<br />

modules are carried out over two semesters. The course is examined by a combination<br />

<strong>of</strong> written examinations and coursework. Examinations comprise written papers and an<br />

end-<strong>of</strong>-year practical examination on an individual instrument or on voice. Coursework<br />

includes essays, technical assignments, reviews and group presentations.<br />

47<br />

First Year<br />

<strong>St</strong>udents take all courses (15 credits)<br />

MUS 101<br />

MUS 102<br />

MUS 103<br />

Musical Techniques I (5 credits)<br />

Topics in Musicology I (5 credits)<br />

Performance/Participation in Musical Activities I (5 credits)<br />

Second Year 1<br />

<strong>St</strong>udents take all courses (25 credits)<br />

MUS 201<br />

MUS 202<br />

MUS 203<br />

Musical Techniques II (10 credits)<br />

Topics in Musicology II (10 credits)<br />

Performance/Participation in Musical Activities II (5 credits)<br />

Third Year 2<br />

<strong>St</strong>udents take all courses (25 credits)<br />

MUS 301<br />

MUS 302<br />

MUS 303<br />

Musical Techniques III (10 credits)<br />

Topics in Musicology III (10 credits)<br />

Performance/Participation in Musical Activities III (5 credits)<br />

1 From September <strong>2012</strong><br />

2 From September 2013<br />

For further details, see the Department's website:<br />

www.spd.dcu.ie/music


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

RELIGIOUS STUDIES<br />

48<br />

Religious <strong>St</strong>udies is concerned with the universal phenomenon <strong>of</strong> religion. <strong>St</strong>udents will<br />

critique Christian theology and study major world religions in the context <strong>of</strong> modern<br />

culture. Christianity will be reflected upon and examined in the spirit <strong>of</strong> ecumenism and<br />

inter-religious dialogue through a variety <strong>of</strong> disciplines such as theology, philosophy,<br />

history, sociology and psychology. Discourse in respectful and learned dialogue is<br />

integral to the programme. Please note that previous study <strong>of</strong> religion is not a<br />

requirement.<br />

First Year - 15 credits<br />

<strong>St</strong>udents take all modules. Single semester modules comprise two lectures<br />

weekly; year-long modules comprise one lecture weekly.<br />

RS101<br />

RS102<br />

RS104<br />

Christian Foundations: (5 credits)<br />

A survey course on the Bible and the Early Church with a concentration on<br />

the person and mission <strong>of</strong> Jesus Christ.<br />

The Synoptic Gospels (5 credits)<br />

An introduction to New Testament studies and an examination <strong>of</strong> the three<br />

gospels <strong>of</strong> Matthew, Mark and Luke.<br />

Abrahamic Faiths: Judaism / Islam (5 credits)<br />

A study <strong>of</strong> these major world faiths, their principal religious ideas,<br />

personalities, development, history, and relations with Christianity.<br />

Second Year - 25 credits<br />

<strong>St</strong>udents take five modules. Single semester modules comprise two<br />

lectures weekly; year-long modules comprise one lecture weekly.<br />

RS201 Creed and Trinity (5 credits)<br />

The principal teachings <strong>of</strong> Christianity, especially the Trinity, and their<br />

formulation in the Christian Creed.<br />

RS202 Pentateuch and Prophets (5 credits)<br />

An introduction to the Hebrew scriptures, through a study <strong>of</strong> the first five<br />

books <strong>of</strong> the Bible and the Jewish prophetic tradition.<br />

RS203 Eastern Religions: Hinduism / Buddhism (5 credits)<br />

An introduction to Hinduism and Buddhism with reference to the spiritual,<br />

cultural and religious dimensions <strong>of</strong> these Indic World Religions.<br />

Two elective courses chosen from RS204 or RS205 or RS206<br />

RS204<br />

Religion and Philosophy (5 credits)<br />

Various approaches taken by human thought in respect <strong>of</strong> religion.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

RS205<br />

RS206<br />

Religion and Experience (5 credits)<br />

An exploration <strong>of</strong> the religious dimension <strong>of</strong> human experience.<br />

Celtic Spirituality (5 credits)<br />

The course introduces students to Celtic Spirituality. Three eras will be<br />

examined: Celtic Past, Christian Origins and Contemporary Spiritualities.<br />

Third Year - 25 credits<br />

<strong>St</strong>udents take six modules. Single semester modules comprise two lectures<br />

weekly; year-long modules comprise one lecture weekly.<br />

49<br />

RS301<br />

RS302A<br />

RS302B<br />

RS303<br />

RS304<br />

Moral Theology (5 credits)<br />

The basis for Christian moral judgment and decisions, and contemporary<br />

issues that call for Christian moral discernment.<br />

The Gospel <strong>of</strong> John (2.5 credits)<br />

A study <strong>of</strong> the gospel <strong>of</strong> John.<br />

The Letters <strong>of</strong> Paul (2.5 credits)<br />

A study <strong>of</strong> the letters <strong>of</strong> Paul.<br />

The Sacred and Worship (5 credits)<br />

An introduction to ritual and liturgy in a variety <strong>of</strong> religious traditions.<br />

Feminist/Women-Defined Theologies (5 credits)<br />

This introductory module invites students to explore women’s experience as<br />

an important starting point for theological reflection. Feminist theology is<br />

presented as an assembly <strong>of</strong> ecumenical, interreligious, multicultural and<br />

global voices advocating women’s rights in society and church.<br />

<strong>St</strong>udents Choose RS305A or RS305B or RS305C<br />

RS305A Religion and Science (5 credits)<br />

An exploration and critique <strong>of</strong> the religion and science relationship:<br />

Religious issues and scientific discoveries.<br />

RS305B Religion and Psychology (5 credits)<br />

A survey <strong>of</strong> what eminent psychologists have to say about the phenomenon<br />

<strong>of</strong> religion and human experience.<br />

RS305C Religion and Social Justice (5 credits)<br />

The module surveys Catholic Social Teaching relating to national and<br />

global issues <strong>of</strong> justice including, for example, application to the Peter<br />

McVerry trust and Focus Ireland.<br />

For further details, see the Department’s website:<br />

www.spd.dcu.ie/religious_studies


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

CERTIFICATE IN RELIGIOUS STUDIES<br />

The Certificate in Religious <strong>St</strong>udies is a programme for intending primary school<br />

teachers. It is recognised as a qualification to teach religion in Irish Catholic primary<br />

schools, and is accepted by some <strong>of</strong> the Catholic elementary school systems in Britain,<br />

North America and Australia.<br />

50<br />

The objectives <strong>of</strong> the Certificate are:<br />

- That participants will be sensitive to the importance <strong>of</strong> meaning and<br />

value, <strong>of</strong> spirituality, and religious experience in human life;<br />

- That they will have the opportunity to engage in personal reflection,<br />

research and discourse with a view to enhancing their own religious<br />

awareness;<br />

- That they will develop an understanding and appreciation <strong>of</strong> the<br />

content areas <strong>of</strong> the Catholic primary school curriculum in light <strong>of</strong> the<br />

Catechism <strong>of</strong> the Catholic Church.<br />

In order to take the Certificate, students must also take the two Religious <strong>Education</strong><br />

modules in curriculum religion which are <strong>of</strong>fered by the Department <strong>of</strong> Religious <strong>St</strong>udies<br />

and Religious <strong>Education</strong> in the BEd Programme:<br />

Religious <strong>Education</strong> ED 114 and ED 224.<br />

First Year<br />

CRS UG01<br />

Christian Foundations (5 credits)<br />

A survey course <strong>of</strong> Early Christianity which includes: The Life,<br />

Death and Resurrection <strong>of</strong> Jesus; Jesus’ relationship with women;<br />

Mary the Mother <strong>of</strong> Jesus; Reference to Feminist Theology.<br />

Second Year<br />

CRS UG02 The Creed and the Trinity (5 credits)<br />

The teaching <strong>of</strong> the Nicene Creed and an examination <strong>of</strong> the<br />

Trinity as the foundation <strong>of</strong> Christian belief.<br />

Third Year<br />

CRS UG03<br />

CRS UG04<br />

Moral Theology / Religious Diversity (5 credits)<br />

The nature <strong>of</strong> moral decisions and the Christian basis for<br />

judgment between right and wrong as well as a treatment <strong>of</strong><br />

some specific contemporary moral issues; The phenomenon <strong>of</strong><br />

religious diversity in Irish society and its implications for the<br />

primary school religious educator.<br />

Liturgy / Spirituality (5 credits)<br />

An introduction to the Liturgical Year and the Sacraments; An<br />

exploration <strong>of</strong> the meaning <strong>of</strong> Christian Spirituality particularly<br />

as it pertains to the primary school religious educator.


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

Tá an t-eolas sa leabhrán seo ann mar threoir d'iarrthóiri ar ionaid i gColáiste<br />

Phádraig agus ni féidir glacadh leis mar chonradh idir an Coláiste agus iarrthóir nó<br />

an triú duine ar bith.<br />

Tharlódh go ndéanfai athruithe ar chúrsai ó am go ham agus ba chóir do mhic léinn<br />

an t-eolas a cheistiú má bhíonn amhras orthu.<br />

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

Iontrála, Coláiste Phádraig, Baile Átha Cliath 9.<br />

Fón 01 884 2013 / 01 884 2025 / 01 884 2096<br />

51<br />

The information in this booklet is intended as a guide to persons seeking admission to<br />

<strong>St</strong>. <strong>Patrick's</strong> <strong>College</strong> and shall not be deemed to form a contract between the <strong>College</strong><br />

and an applicant or any third party.<br />

Courses are subject to change from time to time and students should enquire as to the<br />

up-to-date situation at any appropriate time.<br />

Further information available from the <strong>College</strong> website www.spd.dcu.ie or the<br />

Admissions Office, <strong>St</strong>. <strong>Patrick's</strong> <strong>College</strong>, Dublin 9.<br />

Phone 01 884 2013 / 01 884 2025 / 01 884 2096


BEd<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Education</strong> <strong>Degree</strong> / An Chéim Baitsiléir Oideachais<br />

52


Tel: +353 1 884 2000 (Main Reception)<br />

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

Fax: +353 1 837 6197<br />

Email: admissions.<strong>of</strong>fice@spd.dcu.ie<br />

Website: www.spd.dcu.ie<br />

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