Year 1
A selection of topics from a number of areas of Pure Mathematics. These areas include: algebra; functions; trigonometry; sequences & series; complex numbers; differentiation; integration; proof; geometry; inequalities; vectors; matrices; differential equations.
Generic issues in the teaching of mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Pure Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Pure Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
A study of the three literary genres in a historical and thematic context. The course will also include an introduction to the skills and knowledge required to teach the Northern Ireland Curriculum for English at Secondary level.
The student should acquire an awareness of the relationship between the student’s reading and understanding of literature and his or her ability to promote pupils’ language competence, reading skills and appreciation of literature.
The student should acquire an awareness of the relationship between the student’s reading and understanding of literature and his or her ability to promote pupils’ language competence, reading skills and appreciation of literature.
This module will consider the aims and purposes of education and the development of the curriculum. It will consider a range of key philosophical and political ideologies which underpin education systems internationally but particular reference will be made to the history and development of the education system in Northern Ireland. A range of key issues pertinent to the policy and practice of contemporary schooling will be considered. Students will also be supported in developing their understanding and capacity for reflective practice, academic writing and research.
Students should be able to:
• understand the aims and aims and purposes of education;
• appreciate the influence of a range of philosophical ideological perspectives on the development of educational policy and practice, internationally and in the UK;
• appreciate the influence of a range of political ideological perspectives on the development of educational policy and practice, internationally and in the UK;
• trace key events in the development of the education system in Northern Ireland;
• critically evaluate the current education system in Northern Ireland;
• understand reflective practice and its importance to professional development;
• engage in independent directed study and present their findings;
• critically evaluate a range of key issues, pertinent to the practice of teaching and learning in Northern Ireland.
Students should be able to:
• understand the aims and aims and purposes of education;
• appreciate the influence of a range of philosophical ideological perspectives on the development of educational policy and practice, internationally and in the UK;
• appreciate the influence of a range of political ideological perspectives on the development of educational policy and practice, internationally and in the UK;
• trace key events in the development of the education system in Northern Ireland;
• critically evaluate the current education system in Northern Ireland;
• understand reflective practice and its importance to professional development;
• engage in independent directed study and present their findings;
• critically evaluate a range of key issues, pertinent to the practice of teaching and learning in Northern Ireland.
This module consists of both a taught and a practical component. Within the taught element of the programme, there is an introduction to the teacher as a reflective practitioner with a focus on the role of the teacher and the realities of school and classroom life. Students are introduced to the Northern Ireland Curriculum and key issues surrounding Child Protection, Special Educational Needs and the promotion of positive behaviour. There is a strong focus on the development of communication skills, collaborative working and preparation and planning for school experience.
In addition, this course will address the development of learning and teaching within the literacy and numeracy curricula at Key Stage 2. Students will engage with aspects of Number, Measures, Shape and Space and Processes in mathematics across the Levels of Attainment relating to Key Stage 2. The course will also help students to understand how to develop narrative and creative writing, how to work with novels and how to develop comprehension skills.
In the practical element of the module, students will undertake observations of teachers and learners within the school context. They will then plan, prepare, deliver and evaluate a range of lessons within a classroom demonstrating an appropriate range of professional competences.
Students should have developed:
• an understanding of the role of the teacher;
• an appreciation of the importance of reflection and self-evaluation;
• an awareness of the principles and practice of the Northern Ireland Curriculum;
• an understanding of the importance of Child Protection;
• an awareness of individual needs and differences;
• an understanding of the importance of communication for effective classroom practice;
• an understanding of the importance of effective planning and preparation for teaching;
• demonstrable competences for teaching in a primary classroom;
• an understanding of the literacy and numeracy curricula at Key Stage 2;
• an understadning of the significance and importance of promoting a positive attitude towards language and literacy;
• the ability to plan appropriate Key Stage 2 literacy lessons, taking advantage of cross-curricular opportunities and making use of a range of resources;
• the ability to reflect critically and evaluatively on literacy teaching and learning experiences;
• a sound knowledge of The Lines of Development in Mathematics (CCEA 2006) and The Northern Ireland Curriculum in Numeracy (CCEA 2007) at Key Stage 2;
• an appreciation that the Attainment target ‘Processes in Mathematics’ is integral to all aspects of numeracy;
• a secure subject and pedagogic knowledge and understanding of the key ideas that underpin primary mathematics at Key Stage 2;
• effective teaching, planning and classroom management skills in order to secure the mathematical progress of ALL pupils in their care
• confidence in the use of appropriate classroom strategies and mathematical resources, including ICT;
• an understanding of the opportunities provided by the subject for the promotion of pupils’ language and literacy.
• the ability to develop a classroom environment that promotes and supports equality, inclusion and high expectations of ALL pupils as learners of mathematics.
Students should have developed:
• an understanding of the role of the teacher;
• an appreciation of the importance of reflection and self-evaluation;
• an awareness of the principles and practice of the Northern Ireland Curriculum;
• an understanding of the importance of Child Protection;
• an awareness of individual needs and differences;
• an understanding of the importance of communication for effective classroom practice;
• an understanding of the importance of effective planning and preparation for teaching;
• demonstrable competences for teaching in a primary classroom;
• an understanding of the literacy and numeracy curricula at Key Stage 2;
• an understadning of the significance and importance of promoting a positive attitude towards language and literacy;
• the ability to plan appropriate Key Stage 2 literacy lessons, taking advantage of cross-curricular opportunities and making use of a range of resources;
• the ability to reflect critically and evaluatively on literacy teaching and learning experiences;
• a sound knowledge of The Lines of Development in Mathematics (CCEA 2006) and The Northern Ireland Curriculum in Numeracy (CCEA 2007) at Key Stage 2;
• an appreciation that the Attainment target ‘Processes in Mathematics’ is integral to all aspects of numeracy;
• a secure subject and pedagogic knowledge and understanding of the key ideas that underpin primary mathematics at Key Stage 2;
• effective teaching, planning and classroom management skills in order to secure the mathematical progress of ALL pupils in their care
• confidence in the use of appropriate classroom strategies and mathematical resources, including ICT;
• an understanding of the opportunities provided by the subject for the promotion of pupils’ language and literacy.
• the ability to develop a classroom environment that promotes and supports equality, inclusion and high expectations of ALL pupils as learners of mathematics.
Year 2
Students take all modules on either the “Year 2” or “Year 2 – European Outreach Alternative” pathway
A selection of topics from a number of areas of Mechanics. These areas include: vectors; kinematics; dynamics; statics; moments; energy; momentum.
A selection of topics from a number of areas of Statistics. These areas include: random variables; probability; probability distributions; hypothesis testing; sampling and population inference.
Generic issues in the teaching of mathematics in the post-primary school.
Students should develop:
(a) their understanding of fundamental concepts in Applied Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Applied Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
A study of the three literary genres in a historical and thematic context. The course will also include the application of the skills and knowledge required to teach the Northern Ireland Curriculum for English at Secondary level.
Students should develop their awareness begun in Year 1 of the course of the interrelationship between their reading and an independent, critical understanding of literature. They should also acquire familiarity with recent curricular initiatives concerning the teaching of English, and they should develop their competence in teaching language, poetry and story at Key Stage 3.
Students should develop their awareness begun in Year 1 of the course of the interrelationship between their reading and an independent, critical understanding of literature. They should also acquire familiarity with recent curricular initiatives concerning the teaching of English, and they should develop their competence in teaching language, poetry and story at Key Stage 3.
This module consists of both a taught and a practical component. Within the taught element of the programme, there is a focus on the development of children’s learning through the creation of positive classroom and school environments, effective management of individual needs, the use of effective questioning and the promotion of thinking skills through creative and active learning methods.
In addition, the module will explore the presence and nature of literacy in its many forms within specific post-primary subject areas. Students are facilitated in recognising the literacy demands placed on KS3 and KS4 pupils, particularly in regards to the use of specialist vocabulary and text types. Emphasis is placed on the need to capitalise on fruitful talking and listening, reading and writing opportunities within the various subject domains with an awareness of potential and often subtle barriers to literacy acquisition in general. The numeracy component of the module is designed to address the transition from KS2 to KS3. Focus is given to areas of learning which may cause particular problems in the progression of pupils from primary to secondary level numeracy. The five lines of development are included with an emphasis given to Number and Processes. The overarching theme of the module is the continued development of the understanding and interpretation of mathematical language. The module includes workshops on problem-solving (level 5-8) which serve to demonstrate connected learning and the influence of numeracy across the curriculum, whilst promoting effective pedagogical practices.
In the practical element of the module, students will undertake observations of teachers and learners within the school context. They will then plan, prepare, deliver and evaluate a range of lessons within a classroom demonstrating an appropriate range of professional competences. In addition to this, students have the option of taking a one-week placement in an alternative educational setting.
Students should have developed:
• an ability to critically examine various learning models and their application to classroom practice;
• an understanding of a range of research underpinning successful classroom practice;
• an increased understanding of the role of the teacher;
• an understanding of the literacy demands for pupils in KS3 and KS4;
• an understanding of the importance of fostering opportunities for listening, reading and writing;
• an understanding of the potential barriers to literacy acquisition;
• An understanding of the difficulties of transition from KS2 to KS 3;
• An understanding of the five lines of development in numeracy;
• An ability to understand and interpret mathematical language;
• an increased understanding of the importance of reflection and self-evaluation;
• an understanding of the principles and practice of the Northern Ireland Curriculum;
• an understanding of the importance of effective planning and preparation for teaching;
• demonstrable competences for effective classroom practice.
Students should have developed:
• an ability to critically examine various learning models and their application to classroom practice;
• an understanding of a range of research underpinning successful classroom practice;
• an increased understanding of the role of the teacher;
• an understanding of the literacy demands for pupils in KS3 and KS4;
• an understanding of the importance of fostering opportunities for listening, reading and writing;
• an understanding of the potential barriers to literacy acquisition;
• An understanding of the difficulties of transition from KS2 to KS 3;
• An understanding of the five lines of development in numeracy;
• An ability to understand and interpret mathematical language;
• an increased understanding of the importance of reflection and self-evaluation;
• an understanding of the principles and practice of the Northern Ireland Curriculum;
• an understanding of the importance of effective planning and preparation for teaching;
• demonstrable competences for effective classroom practice.
This module aims to provide students with the opportunity to critically evaluate key theoretical perspectives on learning and the nature of intelligence and to apply these findings to creating empowering learning environments and to nurture independent and effective learners. It seeks to increase students’ knowledge and understanding of the Thinking Skills and Personal Capabilities framework of the Northern Ireland Curriculum and the centrality of strategies for embedding and developing critical and creative thinking skills and personal and interpersonal dispositions throughout the curriculum.
The module will also focus on personal development and mutual understanding, effective classroom practice and working with others to integrate services for children and young people.
Students should be able to:
• demonstrate understanding of the aims, rationale and intended outcomes of the Thinking Skills and Personal Capabilities Framework of the NI Curriculum;
• critically evaluate some of the key issues in monitoring and assessing pupils’ progress in TS and PC;
• demonstrate an understanding of the cognitive processes of attention; memory; problem solving; reasoning and creativity;
• explore critically perspectives on intelligence and learning;
• identify the different types of learning styles and learning preferences;
• demonstrate an awareness of a range of meta-cognitive strategies and the motivational and emotional dimensions to learning;
• evaluate critically the range of influences on the development of human abilities and capacities;
• evaluate critically the key ingredients in a learning-to-learn classroom culture including collaborative learning and dialogue;
• analyse and evaluate strategies through which pupils may become independent and effective learners;
• demonstrate an understanding of the Personal Development and Pastoral Issues aspects of the NI Curriculum;
• demonstrate an understanding of working with bullies/those who are bullied;
• embed elements of entrepreneurial behaviour (curiosity, creativity, autonomy, initiative, team spirit) into their developing practice;
• utilise the knowledge and skills to advance enlightened and informed practice in the promotion of thinking classrooms and schools.
Students should be able to:
• demonstrate understanding of the aims, rationale and intended outcomes of the Thinking Skills and Personal Capabilities Framework of the NI Curriculum;
• critically evaluate some of the key issues in monitoring and assessing pupils’ progress in TS and PC;
• demonstrate an understanding of the cognitive processes of attention; memory; problem solving; reasoning and creativity;
• explore critically perspectives on intelligence and learning;
• identify the different types of learning styles and learning preferences;
• demonstrate an awareness of a range of meta-cognitive strategies and the motivational and emotional dimensions to learning;
• evaluate critically the range of influences on the development of human abilities and capacities;
• evaluate critically the key ingredients in a learning-to-learn classroom culture including collaborative learning and dialogue;
• analyse and evaluate strategies through which pupils may become independent and effective learners;
• demonstrate an understanding of the Personal Development and Pastoral Issues aspects of the NI Curriculum;
• demonstrate an understanding of working with bullies/those who are bullied;
• embed elements of entrepreneurial behaviour (curiosity, creativity, autonomy, initiative, team spirit) into their developing practice;
• utilise the knowledge and skills to advance enlightened and informed practice in the promotion of thinking classrooms and schools.
Year 2 – European Outreach Alternative
This module will normally be taken by students who are going to follow a minimum of three months study in an institution of higher education in Europe or America. During this period the students will take courses related to Education/Professional Studies and studies in chosen academic subject(s).
Students should be able to: Continue studies in line with the programme outcomes of the BEd (Secondary) degree; complete a Learning Agreement at a European or American partner institution of higher education; analyse, evaluate and interpret current thinking about the role of education, culture and society in a host country.
Students should be able to: Continue studies in line with the programme outcomes of the BEd (Secondary) degree; complete a Learning Agreement at a European or American partner institution of higher education; analyse, evaluate and interpret current thinking about the role of education, culture and society in a host country.
A selection of topics from a number of areas of Mechanics. These areas include: vectors; kinematics; dynamics; statics; moments; energy; momentum.
A selection of topics from a number of areas of Statistics. These areas include: random variables; probability; probability distributions; hypothesis testing; sampling and population inference.
Generic issues in the teaching of mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Applied Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Applied Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
A continuation of the first year’s study of the main literary genres in a historical and thematic context; the development of different ways of reading interpreting literature through selected extracts. The course will offer the option of applying the knowledge and skills to teach the Northern Ireland Curriculum for English in the Primary School.
Students should develop their appreciation of the relevant literary genres and should acquire an understanding of literature in its cultural and historical contexts. They should also acquire the ability to develop pupils’ reading skills and appreciation of literature.
Students should develop their appreciation of the relevant literary genres and should acquire an understanding of literature in its cultural and historical contexts. They should also acquire the ability to develop pupils’ reading skills and appreciation of literature.
This module consists of both a taught and a practical component. It aims to provide students with the opportunity to critically evaluate key theoretical perspectives on learning and the nature of intelligence and to apply these findings to creating empowering learning environments and to nurture independent and effective learners. It seeks to increase students’ knowledge and understanding of the Thinking Skills and Personal Capabilities framework of the Northern Ireland Curriculum and the centrality of strategies for embedding and developing critical and creative thinking skills and personal and interpersonal dispositions throughout the curriculum. There is a focus on the development of children’s learning through the creation of positive classroom and school environments, effective management of individual needs, the use of effective questioning and the promotion of thinking skills through creative and active learning methods.
In the practical element of the module, students will teach and undertake observations of teachers and learners within the school context both in schools in Northern Ireland as well as in schools associated with their Erasmus placement.
Students should be able to:
• demonstrate understanding of the aims, rationale and intended outcomes of the Thinking Skills and Personal Capabilities Framework of the NI Curriculum;
• critically evaluate some of the key issues in monitoring and assessing pupils’ progress in TS and PC;
• demonstrate an understanding of the cognitive processes of attention; memory; problem solving; reasoning and creativity;
• explore critically perspectives on intelligence and learning;
• identify the different types of learning styles and learning preferences;
• demonstrate an awareness of a range of meta-cognitive strategies and the motivational and emotional dimensions to learning;
• evaluate critically the range of influences on the development of human abilities and capacities;
• evaluate critically the key ingredients in a learning-to-learn classroom culture including collaborative learning and dialogue;
• analyse and evaluate strategies through which pupils may become independent and effective learners;
• embed elements of entrepreneurial behaviour (curiosity, creativity, autonomy, initiative, team spirit) into their developing practice;
• utilise their knowledge and skills to advance enlightened and informed practice in the promotion of thinking classrooms and schools;
• critically examine various learning models and their application to classroom practice;
• understand a range of research underpinning successful classroom practice;
• develop an increased understanding of the role of the teacher;
• understand the importance of reflection and self-evaluation;
• understand the principles and practice of the Northern Ireland Curriculum;
• understand educational practice in an international context;
• understand the importance of effective planning and preparation for teaching;
• demonstrate competences for effective classroom practice.
Students should be able to:
• demonstrate understanding of the aims, rationale and intended outcomes of the Thinking Skills and Personal Capabilities Framework of the NI Curriculum;
• critically evaluate some of the key issues in monitoring and assessing pupils’ progress in TS and PC;
• demonstrate an understanding of the cognitive processes of attention; memory; problem solving; reasoning and creativity;
• explore critically perspectives on intelligence and learning;
• identify the different types of learning styles and learning preferences;
• demonstrate an awareness of a range of meta-cognitive strategies and the motivational and emotional dimensions to learning;
• evaluate critically the range of influences on the development of human abilities and capacities;
• evaluate critically the key ingredients in a learning-to-learn classroom culture including collaborative learning and dialogue;
• analyse and evaluate strategies through which pupils may become independent and effective learners;
• embed elements of entrepreneurial behaviour (curiosity, creativity, autonomy, initiative, team spirit) into their developing practice;
• utilise their knowledge and skills to advance enlightened and informed practice in the promotion of thinking classrooms and schools;
• critically examine various learning models and their application to classroom practice;
• understand a range of research underpinning successful classroom practice;
• develop an increased understanding of the role of the teacher;
• understand the importance of reflection and self-evaluation;
• understand the principles and practice of the Northern Ireland Curriculum;
• understand educational practice in an international context;
• understand the importance of effective planning and preparation for teaching;
• demonstrate competences for effective classroom practice.
Year 3
This module aims to focus on contemporary aspects of the post-primary curriculum including Pastoral and Personal Development Issues and Local and Global Citizenship. These areas will be delivered within the context of the current Northern Ireland Curriculum.
In addition, the module will explore the potential literacy struggles post-primary pupils might experience when attempting to access specific subject areas within the Northern Ireland Curriculum (CCEA, 2007) at Key Stages 3 and 4. Students will be given the opportunity to critically examine their own subject areas with a view to finding practical solutions to such obstacles. In doing so, they will be enabled to address their own literacy shortcomings in a proactive manner.
This module will also address the concept of numeracy across the curriculum. It will specifically focus upon the mathematical development of students in relation to specific mathematical concepts bridging Key Stage 2 and Key Stage 3. The course will identify methodological approaches to the application of numeracy and also make appropriate reference to learning styles and learning difficulties in the mainstream setting of the post-primary school at Key Stage 3.
Students should demonstrate understanding of:
• The structure and concepts of Learning for Life and Work across the Key Stage 3 Curriculum;
• the rationale, aims and objectives of the current NI Curriculum at Key Stage 3;
• the requirement for the embedding of the key cross curricular skills in all subject areas at Key Stage 3;
• the range of contemporary pastoral issues in schools, the specialised and generalised focus of pastoral care and the relevant legislation pertaining to the education and care of adolescents;
• the necessity of giving due weight to the views of the pupil and the promotion of pupil participation;
• the major factors relating to diversity and inclusion within the context of the Local and Global Citizenship curriculum at Key Stage 3;
• the application of knowledge gained from the module in the promotion of an inclusive, diverse and intercultural learning environment where empathy, acceptance and mutual respect are fostered;.
• their own personal repertoire of literacy skills & capabilities with a view to proactively remedying areas for improvement;
• communicating effectively in oral and written form and working co-operatively within small groups;
• discuss the central place and role of literacy as a discrete subject and as a necessary vehicle for cross-curricular learning;
• a working knowledge of how humans read, write and comprehend information when teaching pupils to engage with a variety of text types;
• how to satisfactorily respond to the increasing literacy demands experienced by their post-primary students within their chosen subject field;
• potential literacy obstacles as experienced by post-primary pupils when engaging with a variety of subject-specific terminology and texts;
• materials & resources that contain differentiated, age-appropriate language and literacy challenges within their specific subject areas;
• issues of debate surrounding mathematics across the curriculum;
• the principles and practice of mathematics across the curriculum as a key transferable tool;
• methods of mathematical computation and use within subjects at the post-primary sector;
• different learning styles, methods of mathematical uses and learning difficulties associated with mathematics;
Students should demonstrate understanding of:
• The structure and concepts of Learning for Life and Work across the Key Stage 3 Curriculum;
• the rationale, aims and objectives of the current NI Curriculum at Key Stage 3;
• the requirement for the embedding of the key cross curricular skills in all subject areas at Key Stage 3;
• the range of contemporary pastoral issues in schools, the specialised and generalised focus of pastoral care and the relevant legislation pertaining to the education and care of adolescents;
• the necessity of giving due weight to the views of the pupil and the promotion of pupil participation;
• the major factors relating to diversity and inclusion within the context of the Local and Global Citizenship curriculum at Key Stage 3;
• the application of knowledge gained from the module in the promotion of an inclusive, diverse and intercultural learning environment where empathy, acceptance and mutual respect are fostered;.
• their own personal repertoire of literacy skills & capabilities with a view to proactively remedying areas for improvement;
• communicating effectively in oral and written form and working co-operatively within small groups;
• discuss the central place and role of literacy as a discrete subject and as a necessary vehicle for cross-curricular learning;
• a working knowledge of how humans read, write and comprehend information when teaching pupils to engage with a variety of text types;
• how to satisfactorily respond to the increasing literacy demands experienced by their post-primary students within their chosen subject field;
• potential literacy obstacles as experienced by post-primary pupils when engaging with a variety of subject-specific terminology and texts;
• materials & resources that contain differentiated, age-appropriate language and literacy challenges within their specific subject areas;
• issues of debate surrounding mathematics across the curriculum;
• the principles and practice of mathematics across the curriculum as a key transferable tool;
• methods of mathematical computation and use within subjects at the post-primary sector;
• different learning styles, methods of mathematical uses and learning difficulties associated with mathematics;
Linear Algebra: systems of linear equations; linear transformations; linear combinations; linear dependence and independence; matrix algebra; determinants; vector spaces; eigenvectors and eigenvalues; diagonalisation.
Analysis: sequences & series, limits, convergence, partial derivatives, further integration including volume of solids & double integrals.
Issues in the teaching of mathematics in the post- primary school.
Students should develop:
(a) their understanding of fundamental concepts in linear algebra and analysis;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Students should develop:
(a) their understanding of fundamental concepts in linear algebra and analysis;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Euclidean Algorithm; primes; congruences; Wilson’s theorem; Diophantine equations; Fermat’s little theorem and the Chinese remainder theorem.
Students should develop:
(a) their understanding of fundamental concepts in Number Theory;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
Students should develop:
(a) their understanding of fundamental concepts in Number Theory;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool;
(d) their appreciation of the issues within the teaching of Mathematics.
This module consists of both a taught and a practical component. Students will explore a range of issues pertinent to their work in post-primary educational settings. The taught element of the module has a focus on effective classroom practice and working with others to integrate services for children and young people. They will also develop their understanding of a range of classroom and school-based research methods to investigate and evaluate practice.
For the practical element of this module students will undertake a period of school based work. Students will plan, prepare, deliver and evaluate a range of lessons within a classroom context taking increasing cognisance of, and aiming to meet, the needs individual pupils. Students should demonstrate increasing professional competence in all aspects of their classroom practice pertinent to their chosen phase.
Students should have developed:
• an understanding of the range of services available to support schools and teachers;
• an understanding of the importance of collaborative and integrative working practice for children and young people;
• an understanding of a range of specific educational needs;
• an increased understanding of the role of the teacher in their chosen phase;
• a broad understanding of the importance of reflection and self-evaluation;
• an increased understanding of the importance of effective planning and preparation for teaching within their chosen phase;
• an understanding of classroom and school-based research methods to analyse practice;
• demonstrable competences for effective classroom practice pertinent to their chosen phase.
Students should have developed:
• an understanding of the range of services available to support schools and teachers;
• an understanding of the importance of collaborative and integrative working practice for children and young people;
• an understanding of a range of specific educational needs;
• an increased understanding of the role of the teacher in their chosen phase;
• a broad understanding of the importance of reflection and self-evaluation;
• an increased understanding of the importance of effective planning and preparation for teaching within their chosen phase;
• an understanding of classroom and school-based research methods to analyse practice;
• demonstrable competences for effective classroom practice pertinent to their chosen phase.
This module aims to provide students with the opportunity to critically evaluate key theoretical perspectives on the sociology of education with a view to understanding their impact upon the teaching and learning process. The module will explore a range of contemporary challenges in educational and social contexts in relation to increasing local and global diversity. With a focus on the development of inclusive and equitable practice, the module will consider key issues of social class, gender, race, ethnicity, culture and religion, social inequality and social justice.
Specific consideration will be given to the area of Special Educational Needs in the context of mainstream schools within the key legislative requirements governing assessment and provision for SEN. Theoretical and practical bases of intervention to support pupils will be explored in a variety of areas of SEN. Key issues in supporting inclusive practice will be examined as well as ways of reducing barriers to learning.
Students will:
• appreciate the influence of a range of theoretical sociological perspectives on the development of educational policy and practice, internationally and in the UK;
• understand the nature of educational difference in contemporary society and mainstream school settings;
• be aware of changing perspectives on the nature of educational difference, diversity and outcome;
• understand the links between social disadvantage and educational attainment;
• understand a range of key factors which influence attainment and social mobility;
• develop the their awareness of managing difference through curricular approaches;
• develop an understanding of some of the causal factors contributing to disaffected behaviour in schools;
• critically evaluate a range of key issues, pertinent to the practice of teaching and learning in Northern Ireland;
• be familiar with causes and characteristics of:
– Dyslexia
– Autism
– Attention Deficit Hyperactivity Disorder
– Social Emotional behavioural Difficulties;
• understand the impact of the above on pupils’ learning and the implications for their education in the mainstream school;
• know some of the classroom strategies for meeting the needs of these pupils in mainstream setting;
• know the elements of an Education Plan and how these enable pupil progress.
Students will:
• appreciate the influence of a range of theoretical sociological perspectives on the development of educational policy and practice, internationally and in the UK;
• understand the nature of educational difference in contemporary society and mainstream school settings;
• be aware of changing perspectives on the nature of educational difference, diversity and outcome;
• understand the links between social disadvantage and educational attainment;
• understand a range of key factors which influence attainment and social mobility;
• develop the their awareness of managing difference through curricular approaches;
• develop an understanding of some of the causal factors contributing to disaffected behaviour in schools;
• critically evaluate a range of key issues, pertinent to the practice of teaching and learning in Northern Ireland;
• be familiar with causes and characteristics of:
– Dyslexia
– Autism
– Attention Deficit Hyperactivity Disorder
– Social Emotional behavioural Difficulties;
• understand the impact of the above on pupils’ learning and the implications for their education in the mainstream school;
• know some of the classroom strategies for meeting the needs of these pupils in mainstream setting;
• know the elements of an Education Plan and how these enable pupil progress.
Year 4
This module aims to address the importance, transference and application of the key cross-curricular skills of literacy and numeracy. Communication and use of mathematics will be addressed with specific reference to the levels of progression pertaining to key stage 3.
Students should demonstrate understanding of:
• the requirement for embedding the cross curricular skills at key stage 3;
• the transference and application of the key cross curricular skills of literacy and numeracy.
Students should demonstrate understanding of:
• the requirement for embedding the cross curricular skills at key stage 3;
• the transference and application of the key cross curricular skills of literacy and numeracy.
This module aims to address central issues relating to Learning for Life and Work (LLW) within the context of the current Northern Ireland post-primary Curriculum. These issues will include aspects of Local and Global Citizenship, Education for Employability and Education for Sustainable Development.
Students should demonstrate understanding of:
• the core requirements and content of Learning for Life and Work at key stage three in the current Northern Ireland post-primary Curriculum;
• the requirement for embedding the cross curricular skills in at key stage 3;
• the importance and application of education for sustainable development both at subject and whole school level.
Students should demonstrate understanding of:
• the core requirements and content of Learning for Life and Work at key stage three in the current Northern Ireland post-primary Curriculum;
• the requirement for embedding the cross curricular skills in at key stage 3;
• the importance and application of education for sustainable development both at subject and whole school level.
This module aims to provide students with the opportunity to critically engage with a range of key theoretical, policy and practice perspectives related to the contemporary challenges faced by teachers in their professional lives. Through a critical and questioning approach, the module will facilitate deep reflection on issues of professional practice and the development of key skills to support employability and continued professional learning.
Students will develop their:
• understanding of the influence of a range of theoretical and policy
perspectives on the development of educational practice;
• understanding of the ways in which children learn and develop;
• understanding of the nature of educational difference in contemporary
society and mainstream school settings;
• awareness of changing perspectives on the nature of educational
difference, diversity and outcome;
• understanding of the links between social disadvantage and educational
attainment;
• understand a range of key factors which influence attainment and social
mobility;
• develop their awareness of managing difference through curricular
approaches;
• understanding of the processes by which the individual needs of children
are identified and addressed;
• understanding of current issues in education relevant to the post-primary
school
• ability to engage in professional debate on topics and issues relevant to
teaching and learning in the post-primary school.
Students will develop their:
• understanding of the influence of a range of theoretical and policy
perspectives on the development of educational practice;
• understanding of the ways in which children learn and develop;
• understanding of the nature of educational difference in contemporary
society and mainstream school settings;
• awareness of changing perspectives on the nature of educational
difference, diversity and outcome;
• understanding of the links between social disadvantage and educational
attainment;
• understand a range of key factors which influence attainment and social
mobility;
• develop their awareness of managing difference through curricular
approaches;
• understanding of the processes by which the individual needs of children
are identified and addressed;
• understanding of current issues in education relevant to the post-primary
school
• ability to engage in professional debate on topics and issues relevant to
teaching and learning in the post-primary school.
A selection of topics from Decision & Discrete Mathematics, including: decision maths, game theory, group theory, graph theory, algorithms on graphs, recurrence relations and generating functions.
Students should develop:
(a) their understanding of concepts in Further Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool.
Students should develop:
(a) their understanding of concepts in Further Mathematics;
(b) their problem-solving ability;
(c) their ability to use technology to aid understanding, to solve problems and as a teaching tool.
Embedding of ICT in Mathematics: Use of virtual learning environments and electronic resources to support the teaching of Mathematics in the secondary school. E-Assessment and E- Conferencing.
To enable students to: develop their understanding of how virtual learning environments and other electronic resources can be used to support the teaching and assessment of Mathematics in the secondary school.
To enable students to: develop their understanding of how virtual learning environments and other electronic resources can be used to support the teaching and assessment of Mathematics in the secondary school.
This module provides students with the opportunity consolidate the range of complex transferable skills which they have gained during their study in the BEd programme. These include, problem-solving, project management, research design, collaboration and team working, negotiation, leadership, communication skills and the facility to work independently. Students will develop their capacity as research practitioners who use their professional contexts and environments as the focus of enquiry. The module aims to integrate the learning, skills and knowledge gained throughout their BEd degree programme and provide students with the opportunity to engage with a substantial project experience which has application to real-life professional contexts. Students will be encouraged to make connections between their academic study and research, their subject knowledge and their practical school experience.
Students should be able to:
• Work independently developing and integrating knowledge and skills learned throughout their programme of studies;
• critically reflect on and record their developing understanding;
• Synthesise and apply knowledge and understanding of education theory, subject knowledge, practical school-based experience and good research practice;
• design, develop and present a project that demonstrates understanding of, and engagement with, the major issues, challenges and opportunities presented;
• critically reflect on their individual professional practice and development.
Students should be able to:
• Work independently developing and integrating knowledge and skills learned throughout their programme of studies;
• critically reflect on and record their developing understanding;
• Synthesise and apply knowledge and understanding of education theory, subject knowledge, practical school-based experience and good research practice;
• design, develop and present a project that demonstrates understanding of, and engagement with, the major issues, challenges and opportunities presented;
• critically reflect on their individual professional practice and development.
This module consists of both a taught and a practical component. The taught aspect of the module addresses a range of issues pertinent to the professional development of student teachers as they prepare to move from the Initial phase of teacher education into the Induction phase. The module will assist students to prepare for the workplace in relation to job application and the development of their skills and CV. Within the taught element of the module, consideration is given to the development of leadership skills and capacity across a range of dimensions. Students also have the opportunity to gain additional certification in relation to the development of entrepreneurial understanding and skills.
During the practice-based element of the module, students will undertake a school placement with a view to consolidating their learning and competence as developed in the previous years of the BEd programme.
Students should:
• have a well-developed understanding of the importance of reflection and self-evaluation in relation to their own career development;
• have a well-developed understanding of the principles and practice of the Northern Ireland Curriculum;
• have a well-developed understanding of the importance of effective planning and preparation and evaluation of children’s learning for teaching at classroom and whole-school-level;
• have an understanding of the importance of the nature and importance of leadership capacity in classroom and school settings;
• have an understanding of the requirements of beginning teachers as they move towards the Induction Stage and employment;
• have the ability to display a wide range of competences for effective classroom practice;
• have the ability to understand the importence of personal reflection on their own career development;
• understand the role of the GTCNI in the professional development of teachers;
• develop an awareness of the importance of entrepreneurship in the context of the professional role of the teacher;
• develop an understanding of their responsibilities to children and young people.
Students should:
• have a well-developed understanding of the importance of reflection and self-evaluation in relation to their own career development;
• have a well-developed understanding of the principles and practice of the Northern Ireland Curriculum;
• have a well-developed understanding of the importance of effective planning and preparation and evaluation of children’s learning for teaching at classroom and whole-school-level;
• have an understanding of the importance of the nature and importance of leadership capacity in classroom and school settings;
• have an understanding of the requirements of beginning teachers as they move towards the Induction Stage and employment;
• have the ability to display a wide range of competences for effective classroom practice;
• have the ability to understand the importence of personal reflection on their own career development;
• understand the role of the GTCNI in the professional development of teachers;
• develop an awareness of the importance of entrepreneurship in the context of the professional role of the teacher;
• develop an understanding of their responsibilities to children and young people.
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Student Experience
The success of students is at the heart of St Mary’s. It is a teaching college that provides an inviting environment with a work force that encourages, assists and guides all students. St Mary’s offers a wide range of opportunities in sport, in the community and within the college. It’s not all about book work, St Mary’s ensures their students have fun too!
One aspect that stood out to me the most was the warmth of the people at St Mary’s. From the administrative staff to the students, everyone was approachable, kind, and genuinely interested in each other’s well-being. The tight-knit community made me feel like I was part of a big family. Overall, my experience at St Mary’s was incredibly positive. I highly recommend St Mary’s to anyone seeking an exceptional educational experience in a welcoming and supportive environment.
Classes are small allowing you to get to know your classmates and lecturers very well
How to Apply
Undergraduate Admissions are made directly to the college rather than through UCAS.
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