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Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7907 Modern Language Pedagogy (PG)	5 or 10 ECTs	Michaelmas Term	n/a	5 ECTS: 1 assignment or 10 ECTS: 2 assignments	33 hours (three hours per week)	Dr Ann Devitt

Course Description and Learning Outcomes

On successful completion this module, the students should be able to:

• Devise and implement individual class plans and schemes of work for modern languages which are inclusive by design and appropriate to the range of pupils in their classes, are coherent with the syllabus, at Junior Cycle in particular, and make use of a range of appropriate teaching and learning methods;

• Distinguish the philosophical underpinnings and theoretical frameworks/perspectives of educational research on behaviour and classroom management, and analyse how these influence the Modern Languages classroom, in particular in relation to working in an inclusive, multilingual classroom and building a culture of target language use within and across class groups;

• Demonstrate an enthusiasm for the language, culture and perspectives of the communities in which their modern languages are used which will enliven and enrich their classroom teaching and develop pupils’ intercultural competence and understanding as global citizens;

• Critically evaluate a range of teaching methods and pedagogical tasks and materials for modern language teaching which are inclusive by design, in particular in relation to building opportunities for authentic communication in a classroom context and for developing pupils’ intercultural competence;

• Develop a research-informed approach to teaching and learning literacy and numeracy drawing on an integrated view of language learning which can be implemented through the modern languages’ curriculum;

• Synthesise past and present, personal and peer experiences of language learning to generate an evidence-based understanding of the nature and processes of language learning;

• Develop a self-reflective approach to their own teaching, reflecting on and improving their practice, and taking responsibility for identifying and meeting their developing academic and professional needs;

• Examine their own thinking and practices, recognizing the limits of their own knowledge and practice and reform these practices in light of new knowledge and insight.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET2030 Irish Educational History & Policy (UG)	5 ECTs	Michaelmas Term	n/a	Assignment	13 hours (11 hours lectures; 2 hours tutorials)	Dr John Walsh

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Investigate educational policies at primary, post-primary, and higher levels within an appropriate historical context;

• Evaluate the significant issues in contemporary Irish education including policy developments relating to inclusion in education;

• Identify the implications of wider societal challenges for educational policy and practice, including intercultural diversity, sustainable development and social justice;

• Identify the legislative and statutory framework governing educational systems, policy and practice in Ireland;

• Analyse local, regional and global influences on Irish education, including the influence of the Global Education Reform Movement on reform of the curriculum and promotion of literacy and numeracy;

• Reflect critically on the importance of ideology in education, including political and religious ideologies and the dominant free market paradigm of the last generation.

*Subject to final College approval

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET4017 Introduction to Assessment and Examinations in Post-Primary Education (UG)	5 ECTs	Michaelmas Term	n/a	Assignment	14 hours (11 hours lectures; 3 hours tutorials)	Dr Damian Murchan

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Identify, describe, and critically engage with theoretical, policy, professional and societal issues relating to assessment and testing.

• Illustrate, apply and communicate effectively about relevant assessment-related concepts with reference to post-primary education in Ireland in general and their own current and future roles on the teaching continuum.

• Demonstrate capacity to choose and employ appropriate knowledge, skills and techniques, including digital formats, to monitor students’ learning using established protocols and/or creative solutions

• Demonstrate capacity to engage in research-informed self-reflection relevant to the application of assessment principles and practices in their own teaching, including the role of assessment in diverse and inclusive educational environments.

• Assemble and critically interpret information and resources from a variety of quality sources to support their awareness, understanding and competencies in relation to relevant concepts.

*Subject to final College approval

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET4202 Applied Psychology in Education (UG)	5 ECTs	Michaelmas Term	n/a	Assignment	14 hours (11 hours lectures; 3 hours tutorials)	Dr Conor Mc Guckin

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Describe and discuss how psychological knowledge may be applied in the practice of post-primary education;

• Discuss and explain how module content can facilitate the development of positive learning experiences;

• Identify and explain areas of debate and concern within chosen topic areas;

• Appraise broader and fundamental ideas within the psychology of education, such as what motivates / hinders the learning process; and,

• Describe and evaluate contemporary ideas within educational practice, such as Growth Mindset and the notion of learning styles.

*Subject to final College approval

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET3009 Philosophy of Education (UG)	5 ECTs	Hilary Term	n/a	Assignment	11 hours (10 hours lectures; 1 hour tutorial)	Dr Nicole Volmering

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Examine and evaluate modern concepts of knowledge, including their relationship to subject knowledge;

• Identify, compare, and contrast models of the human learner;

• Synthesize, argue coherently for and defend or refute different models of education employing educational theory literature;

• Evaluate and reflect on the aims of education and educational practice in relation to wider societal challenges and inclusive practice;

• Construct a personal professional ethical position based on an informed evaluation of the ethics of teaching and learning;

• Construct a personal philosophy of education that might be applied to practice, based on research evidence and/or philosophical argument from academic literature.

*Subject to final College approval

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7259 Integrating Language (PG)	10 ECTs	Michaelmas Term	n/a	Assignment	22 hours (2 hours per week)	Dr. Ó Murchadha

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Articulate the key principles of language learning/acquisition (first and second language) and the factors affecting language development;

• Discuss language use in terms of integrated skills (oral language, reading and writing) and functions carried out;

• Demonstrate a critical awareness of contemporary and historical theories, questions, debates, issues and problems related to language development; • Assess the nature of the relationship between language and education;

• Critically evaluate academic articles with respect to key issues in language development;

• Use appropriate supports (e.g. databases, library catalogues, EndNote, Zotero, Excel) to collate and curate academic articles.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7249 Researching Language (PG)	10 ECTs	Michaelmas Term	n/a	Assignment	Two hours a week for 6 weeks = 12 hours	Dr. Ó Murchadha

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Illustrate an in-depth knowledge of various approaches to research in language and language education;

• Critique approaches to research in this area and assess their utility in investigating current issues in the field;

• Design and complete a research project to investigate current issues that have been identified in the area of language and language education;

• Analyse research data and interpret their significance for current language and educational arrangements;

• Articulate and clearly communicate research methodologies, new information, and conclusions.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7250 Bilingualism and Multilingualism (PG)	15 ECTs	Hilary Term	n/a	Assignment	22 hours (2 hours per week)	Dr. Ó Murchadha

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Demonstrate an awareness of the bilingual/multilingual conditions and of the language developmental trajectories of individuals who use more than one language;

• Critique the manner in which bilingualism/multilingualism are incorporated (or otherwise) into educational models internationally;

• Examine language education provisions for bilingual/multilingual users of minority languages;

• Relate theories and concepts in bilingualism and multilingualism research to school and classroom practices and to broader society.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7251 Embodying Language (PG)	15 ECTs	Hilary Term	n/a	Assignment	22 hours (2 hours per week)	Dr Erika Piazzoli

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Recognize the role of emotions, creativity and play in language education;

• Develop an embodied perspective to educational research;

• Cultivate a variety of research methods related to embodiment studies;

• Map out research strategies that integrate embodied techniques, drawing on different art forms - including drama in education, storytelling, dance, music, visual arts, media and digital arts;

• Engage in critical reflection on their own practice as teacher-artists.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
EDPT7257 Bilingualism and multilingualism	15 ECTs	Hilary Term	n/a	Presentation, written assignmnet	24 hours	Noel Ó Murchadha

Course Description and Learning Outcomes

Aims and Rationale

This module will develop the foundational knowledge gained in the core modules and situate it within the global context of bilingualism and multilingualism, allowing students to explore the opportunities and challenges associated with using more than one language under the conditions of globalisation. Students will develop an awareness of the nature of bilingualism and multilingualism and will engage with and assess educational models for bilinguals/multilinguals.

Module Learning Aims / Objectives:

To introduce students to theories and concepts in bilingualism and multilingualism and to their significance for education in Ireland and internationally; To provide an opportunity for students to engage with the extent to which social and educational structures align with the needs of individuals who are bilingual/multilingual; To develop in students an appreciation for the social, educational and linguistic issues faced by bilingual/multilingual individuals.

Module Learning Outcomes:

On successful completion of this module, students should be able to:

1. Demonstrate an awareness of the bilingual/multilingual conditions and of the language developmental trajectories of individuals who use more than one language;
2. Critique the manner in which bilingualism/multilingualism are incorporated (or otherwise) into educational models internationally;
3. Examine language education provisions for bilingual/multilingual users of minority languages;
4. Relate theories and concepts in bilingualism and multilingualism research to school and classroom practices and to broader society.

Module Content:

Defining bilingualism and multilingualism; Bilingual language acquisition and development; Multilingual language acquisition and development; Minority languages and bi/multilingualism in the home; Minority languages and bi/multilingualism in school; Second language acquisition and learning; Migration and heritage language maintenance; Migration and second language acquisition and learning; Bilingualism/multilingualism and the ‘new speaker’.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7236 Science in Society	15 ECTs	Michaelmas Term	n/a	Essay	22 hours	Joseph Roche (Joseph.Roche@tcd.ie)

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• On successful completion this module, the students should be able to:
• Critically explain the role of science in society.
• Identify the fundamentals of current science and technology policymaking and their relationship to innovation, development, and economic growth.
• List best practices in the ethical governance of science.
• Apply skills pivotal to the improvement of science in society, such as citizen science.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7238 Communicating Science	10 ECTS credits	Hillary Term	n/a	Essay	22 hours	Joseph Roche (Joseph.Roche@tcd.ie)

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Appraise critically the importance of science communication in public engagement, mass/social media, and to incorporate research and theory into each of these areas.
• Debate the strengths and weaknesses of national and international science communication.
• Disseminate diverse science topics to specific and general audiences.
• Analyse and explain best practices in engaging the public with scientific research.
• Apply a suite of skills including scientific writing, media skills, public speaking, and grant writing.
  

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7249 Researching Language (PG)	10 ECTS credits	Michaelmeas Term	n/a	Assignment	22 hours	Dr Emily Barnes

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Illustrate an in-depth knowledge of various approaches to research in language and language education;
• Critique approaches to research in this area and assess their utility in investigating current issues in the field;
• Design a research project to investigate current issues that have been identified in the area of language and language education;
• Analyse research data and interpret their significance for current language and educational arrangements;
• Articulate and clearly communicate research methodologies, new information, and conclusions.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7906 Mathematics Pedagogy (PG)	05 ECTS credits	Michaelmeas Term	n/a	1 Assignment	22 hours (two hours per week)	Dr Aibhín Bray

Course Description and Learning Outcomes

On successful completion of this module, students should be able to:

• Devise and implement individual class plans and Units of Learning for mathematics that are inclusive by design, appropriate to pupil’s levels and interests, coherent with the syllabus at Junior Cycle in particular, and make use of a range of appropriate teaching and learning methods.
• Distinguish the philosophical underpinnings and theoretical frameworks/perspectives of educational research on behaviour and classroom management and analyse how these influence the Mathematics classroom.
• Evaluate the application of inclusive education principles in the mathematics classroom and develop an understanding of how to promote an inclusive learning and teaching environment showing awareness of and facilitating individual pupil needs.
• Demonstrate an understanding of the relationship between mathematics and culture (ethnomathematics) and culturally responsive pedagogy, that will enrich their classroom teaching and develop pupils’ intercultural competence and understanding as global citizens; in particular in relation to working in inclusive, culturally diverse classrooms.
• Critically evaluate a range of teaching methods, pedagogical tasks and materials, and use of creative and discursive activities, as a means of developing all aspects of pupils’ numeracy skills, procedural skills, relational understanding of mathematics and problem-solving ability.
• Develop a research-informed approach to teaching and learning numeracy and literacy which can be implemented through the mathematics curriculum.
  Synthesise past and present, personal and peer experiences of mathematics learning to generate an evidence-based understanding of the nature and processes of mathematics learning.
• Examine their own thinking and practices, recognising the limits of their own knowledge and practice, and reform these practices in light of new knowledge and insight.
• Develop a self-reflective approach to their own teaching, reflecting on and improving their practice, and taking responsibility for identifying and meeting their developing professional and academic needs.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET8916 Drama in Education	05 ECTS credits	Hillary Term	n/a	Coursework	1 hour x 11 weeks	Susanne Colleary

Course Description and Learning Outcomes

Rationale

The approach adopted in this elective is that Drama is not only a subject but a means of learning, a pedagogy whose implications reach all aspects of school life, contributing to the carrying out of tasks and also to students’ general intellectual, social, emotional and aesthetic development.

Aims

Specifically, the elective aims to:

• Introduce students to the role of drama in the second-level school classroom as a structured
  learning experience and also as an art form;
• Equip students with the appropriate skills and confidence necessary to use drama in the teaching of a variety of subjects;
• Provide students with practical experiences of using the art form collaboratively to enrich and extend the study of other subjects; provide students with opportunities to plan and evaluate learning episodes for students arising from meaningful engagement with the art form in applied settings;
• Enable students to engage in reflective practice about the teaching of drama at secondary school level.

On successful completion of the module students should be able to:

• Enact drama as a cross curricular pedagogy, through participation in and experience of practical drama-based workshops; create, plan for, and deliver effective episodes using drama for their own teaching needs;
• Apply innovative practice in the area of arts in education and display leadership in future school planning in arts in education;
• Identify and synthesise the skills and competencies to engage in a wide range of dramatic activity in interdisciplinary contexts;
• Critically reflect on the value of using drama as a cross curricular pedagogy as well as a subject in its own right.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7908 Music Pedagogy	05 ECTS credits	Michaelmeas Term	Some level of prior music education	Continuous assessment – presentations and reflections	20 hours	Susan McCormick

Course Description and Learning Outcomes

Music pedagogy sets out practical and theoretical perspectives on music teaching, learning and assessment. Students will develop knowledge and understanding of the national curriculum guidelines for post-primary music, together with an understanding of the content of the primary music curriculum and the wider statutory requirements.

Specific attention is paid to the Junior Cycle requirements for music in this module. The module will enable students to explore how people learn music, what methods facilitate learning music in school, particularly in a classroom environment, and how to apply this knowledge to a variety of activities in the classroom.

On successful completion of the module students should be able to:

• Distinguish and debate the philosophical underpinnings and theoretical frameworks of educational research on the post-primary music curriculum and analyse how these influence working in an inclusive classroom and building a culture of active music making and self expression within and across class groups;
• Examine their own thinking and practices, recognizing the limits of their own knowledge and practice and reform these practices in light of new knowledge and insight;
• Synthesise past and present, personal and peer experiences of music learning to generate an evidence-based understanding of the nature and processes of music learning;
• Devise and implement individual class plans for the post primary music classroom which are inclusive by design and appropriate to the range of pupils in their classes, are coherent with the syllabus and make use of a range of appropriate teaching and learning methods;
• Critically evaluate a range of teaching methods and pedagogical tasks and materials for post primary music teaching which are inclusive by design, in particular in relation to fostering opportunities for collaborative active music-making in a classroom context and for developing pupils’ intercultural competence;
• Begin a research-informed approach to teaching and learning music drawing on an integrated perspective which can be implemented through the primary music curriculum;
• Develop a self-reflective approach to their own teaching, reflecting on and improving their practice, and taking responsibility for identifying and meeting their developing academic and professional needs.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
EDPT7064 Leading Student and Professional Learning	15 ECTS credits	Hillary Term	None	Continuous assessment	20 hours	Gavin Murphy

Course Description and Learning Outcomes

On successful completion of the module students should be able to:

• Critically evaluate the principles and practices of leading and managing learning organisations, with a particular emphasis on schools and the (inter)relationship between teacher and student learning;
• Analyse various pedagogical approaches, theories of learning (including adult learning), and the 'science of learning' to deepen understanding of effective leadership and management of learning in educational settings;
• Critically assess the role of educational leaders in promoting and facilitating professional learning, including the concept of schools as professional learning communities;
• Examine contemporary research, policies, and practices related to teacher and student learning, such as accountability, quality assurance, mentoring and coaching, and social and emotional learning;
• Engage with relevant national and international stakeholders and organisations to explore and debate distinct contemporary issues related to student and professional learning;
• Develop strategies for integrating research-based practices and stakeholder perspectives to enhance student and professional learning outcomes within educational organisations;

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
EDPT7063 Key Constructs and Issues in Educational Leadership and Management	10 ECTS credits	Michaelmeas Term	None	Continuous assessment	20 hours	Gavin Murphy

Course Description and Learning Outcomes

On successful completion of the module students should be able to:

• Critically analyse the theoretical foundations and key concepts of leadership and management in the context of education;
• Differentiate between the roles and responsibilities of educational leaders and managers, and evaluate their impact on organisational effectiveness;
• Explore various leadership models, such as collaborative, middle, and distributed leadership, and their application in educational settings;
• Examine the principles and purposes of contemporary educational leadership practice, including how to facilitate change and address contemporary issues pertaining to equity, diversity and inclusion, and their implications;
• Develop an understanding of leadership as a form of professional inquiry and its role in promoting continuous improvement and research-engaged organisational change;
• Analyse the national policy context, professional standards, and school self-evaluation processes, and their influence on educational leadership and management practices.

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET3023 Sociology of Education	05 ECTS credits	Hillary Term	None	2.5k word written assignment	10 lecture sessions: 10 hours in total and three one-hour tutorial	Prof Andrew Loxley

Course Description and Learning Outcomes

Rationale

The purpose of this module is to introduce students to key sociological frameworks and concepts which have been developed to explain the relationship between schooling, education and society. In particular the module will provide students with the opportunity to develop a range of critical ‘thinking tools’ through they can situate their work as educators vis-a-vis wider societal processes and social phenomena. In particular it will explore the way in which schooling and other forms of educational organisations are implicated in both the reproduction and distribution (as well as attempted re-distributions), of life chances and social ‘goods’ and ‘bads’, relative to different of social groups (e.g., gender, social class, sexuality, ethnicity, disability). As such it will take as its central theme Michel Foucault’s notion of the productive/oppressive function of schooling as a form of social institution.

The module will firstly introduce students to the main theoretical perspectives in a deliberate chronological order of their ‘appearance’ within the discipline. We will begin with the structural-functionalism of for example Emile Durkheim and Talcott Parsons, followed by the rediscovery in the early 1970s of Marxism, Weber and Critical Theory and the emergence of feminist critiques. Lastly, we will introduce the various ideas associated with postmodernism and poststructuralism & education. The second aim is to build on this introduction to explore a range of contemporary social issues additional ones (such as gender, socio-ethnic linguistics, ethnicity, inclusion and social disadvantage) as they relate to schooling and education.

Aims

• To provide a critical introduction to key sociological perspectives and concepts as they relate to education and schooling;
• To critically explore how these perspectives and concepts apply to the Irish and similar education systems;
• To enable students to explore the intersection between sociological theory and their own educational experiences and/or where appropriate professional practice.

Content

The following are the four main content areas dealt with during the module.

• Introducing the grand narratives of the sociology of education part 1: the influence of structural-functionalism on the early period of the sociology of education;
• Introducing the grand narratives of the sociology of education part 2: the application of Marxism, Critical Theory and Pierre Bourdieu to the world of schooling;
• Introducing the grand narratives of the sociology of education part 3: the emergence of poststructuralism and postmodernism as a window on schooling and education;
• Contemporary Issues in Sociology of Education: Gender and identity, language and social class formation, and questions of difference around inclusion and exclusion.

The main mode of teaching is mainly expository (i.e. lectures) with the use of paired work where appropriate. Materials in the form of PowerPoint slides, lecture notes and readings are housed on ‘my blackboard’ and categorized by session. Students will be asked to engage in pre-reading of specific material prior to each lecture.

Successful completion this module, the students should be able to:

• Critically discuss a range of sociological perspectives and concepts in relation to the field of schooling and education;
• Propose and articulate a sociologically informed stance in relation to issues in Irish schooling and education;
• Appraise the significance and impact of these perspectives and concepts presented to their own professional contexts;
• Identify and explain the importance of key sociological perspectives and concepts relative to their own educational experiences and/or where appropriate professional practice and development.
  

Module Code & Name	ECTs credits	Duration and semester	Prerequisite	Assessment	Contact Hours	Contact Details
ET7092 Thinking Education	10 ECTS credits	1	n/a	Essay	22	Dr Andrew Gibson

Course Description and Learning Outcomes

Course Description and Learning Outcomes

This module is in two parts. In the first part, are introductory lectures which reviews some of the central ideas of ancient and modern philosophers that have a bearing on educational theory. Some of the key thinkers include, inter alia: Plato, Aristotle, Descartes, Hannah Arendt, Michel Foucault, Donna Haraway, Kimberlé Crenshaw, Nancy Cartwright. This background informs the seminars in the second part which are based on readings in contemporary theory.

Successful completion this module, the students should be able to:

• Read a text in a new way that reveals to you meanings and possibilities that you would not have without this module;
• Connect the thought contained in certain texts and link this to the work not only of other contemporary authors but also to the historical and socio-cultural roots of the thought;
• Be more analytical and critical in your approach to reading;
• Appreciate the different textual modalities of philosophical and theoretical work;
• Understand the steps in an argument and be able to link the argument to others made in a similar or different context;
• See and articulate the consequences of ideas for further ideas and for social, political, cultural and personal action and agency in the world;
• Express and articulate and defend your own position in relation to those of others;
• Relate ideas and concepts from other fields directly to education, and your own experiences;
• Discern a route towards transformation in thought or action.