This module will consider the pedagogical approaches to the teaching and learning of Literacy and Numeracy at Foundation and Key Stage One within the Northern Ireland Curriculum. Active approaches to teaching and learning will underpin the delivery of this module. Emphasis will also be placed on students’ personal competence in Literacy and Numeracy. Students will be offered support in both aspects.

• Understand the aims and content of Literacy and Numeracy at Foundation and Key Stage One within the Northern Ireland Curriculum;

•understand the principles involved in promoting the acquisition of language and the development of mathematical skills;

•appreciate the theory/practice linkage;

•demonstrate ability to plan appropriate Literacy and Numeracy lessons making use of a range of suitable resources including ICT;

•critically evaluate a range of resources in both Literacy and Numeracy;

•engage in independent directed study and present their findings;

• Understand the aims and content of Literacy and Numeracy at Foundation and Key Stage One within the Northern Ireland Curriculum;

•understand the principles involved in promoting the acquisition of language and the development of mathematical skills;

•appreciate the theory/practice linkage;

•demonstrate ability to plan appropriate Literacy and Numeracy lessons making use of a range of suitable resources including ICT;

•critically evaluate a range of resources in both Literacy and Numeracy;

•engage in independent directed study and present their findings;

(a) Child development – socio/psycho-motor, affective and cognitive domains – structure of the child’s body and its functioning at rest and during exercise. (b) Curriculum studies – nature of physical education, aims and objectives – the NI Curriculum and physical education. (c) Observational analysis of the teacher and the child; introduction to planning and presentation of lesson content; class management. (d) Personal experience, understanding and appraisal of performance in a range of movement forms selected from athletics, dance, games, gymnastics, outdoor education, swimming.

Students should develop an understanding of child development in the context of physical education. They should understand the nature of physical education and its contribution to the primary school curriculum, and develop an understanding of methods of lesson implementation.

Students should develop an understanding of child development in the context of physical education. They should understand the nature of physical education and its contribution to the primary school curriculum, and develop an understanding of methods of lesson implementation.

Introduction to selected areas of the Northern Ireland Curriculum – consideration of the principles underpinning good practice in the early years, teaching methods, approaches to classroom management and lesson planning within each area. The development of children’s understanding and key concepts within the Northern Ireland Primary Curriculum, with particular reference to the Foundation Stage and Key Stage 1. The development of skills and capabilities, including thinking skills, personal capabilities and cross-curricular skills.

The students should develop an understanding of:

• the content of and key concepts within the Northern Ireland Primary Curriculum, with particular reference to the Foundation Stage and Key Stage 1

• principles and practices underpinning early childhood education

• ways in which literacy and numeracy can be delivered across the curriculum

• a variety of teaching strategies and approaches to the teaching of different curricular areas

• the development of skills and capabilities, such as communication, use of ICT, thinking skills and problem-solving through selected areas of the Northern Ireland Curriculum

The students should develop an understanding of:

• the content of and key concepts within the Northern Ireland Primary Curriculum, with particular reference to the Foundation Stage and Key Stage 1

• principles and practices underpinning early childhood education

• ways in which literacy and numeracy can be delivered across the curriculum

• a variety of teaching strategies and approaches to the teaching of different curricular areas

• the development of skills and capabilities, such as communication, use of ICT, thinking skills and problem-solving through selected areas of the Northern Ireland Curriculum

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 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 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.

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.

Introduction to selected areas of the Northern Ireland Curriculum – consideration of the principles underpinning good practice in the early years, teaching methods, approaches to classroom management and lesson planning within each area. The development of children’s understanding and key concepts within the Northern Ireland Primary Curriculum, with particular reference to Key Stage 2. The development of skills and capabilities, including thinking skills, personal capabilities and cross-curricular skills.

The students should develop an understanding of:

• the content of and key concepts within the Northern Ireland Primary Curriculum, with particular reference to Key Stage 2

• principles and practices underpinning early childhood education

• ways in which literacy and numeracy can be delivered across the curriculum

• a variety of teaching strategies and approaches to the teaching of different curricular areas

• the development of skills and capabilities, such as communication, use of ICT, thinking skills and problem-solving through selected areas of the Northern Ireland Curriculum.

The students should develop an understanding of:

• the content of and key concepts within the Northern Ireland Primary Curriculum, with particular reference to Key Stage 2

• principles and practices underpinning early childhood education

• ways in which literacy and numeracy can be delivered across the curriculum

• a variety of teaching strategies and approaches to the teaching of different curricular areas

• the development of skills and capabilities, such as communication, use of ICT, thinking skills and problem-solving through selected areas of the Northern Ireland Curriculum.

This module will consider the pedagogical approaches to the teaching and learning of Literacy and Numeracy at Key Stage Two within the Northern Ireland Curriculum. Active approaches to teaching and learning will underpin the delivery of this module. Emphasis will also be placed on students’ personal competence in Literacy and Numeracy. Students will be offered support in both aspects.

Students should:

•Understand the aims and content of Literacy and Numeracy at
Key Stage Two within the Northern Ireland Curriculum;

•understand the principles involved in promoting the acquisition of language and the development of mathematical skills;

•appreciate the theory/practice linkage;

•demonstrate ability to plan appropriate Literacy and Numeracy lessons making use of a range of suitable resources including ICT;

•critically evaluate a range of resources in both Literacy and Numeracy;

•engage in independent directed study and present their findings.

Students should:

•Understand the aims and content of Literacy and Numeracy at
Key Stage Two within the Northern Ireland Curriculum;

•understand the principles involved in promoting the acquisition of language and the development of mathematical skills;

•appreciate the theory/practice linkage;

•demonstrate ability to plan appropriate Literacy and Numeracy lessons making use of a range of suitable resources including ICT;

•critically evaluate a range of resources in both Literacy and Numeracy;

•engage in independent directed study and present their findings.

Factors affecting psycho-motor skill learning; movement analysis. The development of units of work for teaching, and the strategies which underpin these. Aesthetics in the study of physical education, sport and human movement. Special Education needs and professional practice in Physical Education. Personal experience, understanding and appraisal of performance in a range of movement forms selected from athletics, dance, games, gymnastics and swimming.

Students should develop an understanding of child development in the context of Physical Education. Students should develop an understanding of efficient and aesthetic movement, and understand the variety of approaches that will help them to develop approaches to teaching. They should hold informed opinions and debate current curriculum issues in Physical Education.

Students should develop an understanding of child development in the context of Physical Education. Students should develop an understanding of efficient and aesthetic movement, and understand the variety of approaches that will help them to develop approaches to teaching. They should hold informed opinions and debate current curriculum issues in Physical Education.

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 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 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 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.

Developmental understanding of teaching and learning within the core subjects of the Northern Ireland Curriculum. Planning of schemes and lessons appropriate to Key Stage 2. An introduction to pupil assessment and to evaluation of lessons and the teaching and learning resources.

Students should develop an understanding of the processes of teaching and learning and assessment across the core subjects of the primary curriculum at Key Stage 2.

Students should develop an understanding of the processes of teaching and learning and assessment across the core subjects of the primary curriculum at Key Stage 2.

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 a chosen academic subject.

Students should be able to: Continue studies in line with the programme outcomes of the BEd (Primary) 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 (Primary) 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.

Analysis of factors affecting psycho-motor skill learning and movement analysis from an aesthetic perspective. The study of curriculum structures, models, concepts and rationales. The development of teaching strategies and units of work. Personal development through experience, understanding and appraisal of performance in a range of movement forms selected from athletics, dance, games, gymnastics, swimming and outdoor education.

Students should have developed an understanding of efficient and aesthetic movement and have understood the rationale and value orientations that underpin a range of curriculum approaches.

Students should have developed an understanding of efficient and aesthetic movement and have understood the rationale and value orientations that underpin a range of curriculum approaches.

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 (TS) and Personal Capabilities (PC) 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 (TS) and Personal Capabilities (PC) 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.

a) Exercise studies – the psychological and physiological context of exercise. (b) Curriculum Studies – philosophical, sociological and leadership perspectives. (c) Personal experience, understanding and appraisal of performance in a range of movement forms drawn from athletics, games, gymnastics and dance.

Students should develop an understanding of the benefits of exercise, of sociological and philosophical perspectives of the physical education curriculum and of methods of investigation and evaluation within the field of knowledge of physical education.

Students should develop an understanding of the benefits of exercise, of sociological and philosophical perspectives of the physical education curriculum and of methods of investigation and evaluation within the field of knowledge of physical education.

Personal experience, understanding and appraisal of performance in a range of movement forms drawn from games, dance, swimming, athletics and gymnastics. The development of programs of practical work and performance evaluation skills. Principles and processes of assessment. Understanding of health benefits of physical activity.

Students should develop skills associated with the critical assessment of human movement in a variety of activity settings. They should be able to reflect upon practical and theoretical understanding to adapt their planning, delivery and evaluation of Physical Education programmes.

Students should develop skills associated with the critical assessment of human movement in a variety of activity settings. They should be able to reflect upon practical and theoretical understanding to adapt their planning, delivery and evaluation of Physical Education programmes.

This module is designed to deepen and wider student’s pedagogical knowledge with specific reference to the NIC. The focus of the module is to foster awareness of the developmental continuum of learning. It will consider how to meet children’s individual needs across the 3 – 11 age range. Emphasis will be placed or diagnosis and remediation of children’s difficulties in Literacy and Numeracy.

Students should be able to:

• Build on their existing knowledge of pedagogies in Literacy and Numeracy

• To appreciate the complex and interconnected nature of teaching children to become literate and numerate

• Appreciate the factors which help and hinder learning

• Understand the role of diagnosis and remediation in literacy and numeracy

• Realise their fundamental role as teachers in raising standards and addressing of under achievement in Northern Ireland.

Students should be able to:

• Build on their existing knowledge of pedagogies in Literacy and Numeracy

• To appreciate the complex and interconnected nature of teaching children to become literate and numerate

• Appreciate the factors which help and hinder learning

• Understand the role of diagnosis and remediation in literacy and numeracy

• Realise their fundamental role as teachers in raising standards and addressing of under achievement in Northern Ireland.

This module consists of both a taught and a practical component. Through choosing an elective in either (a) Nursery/Foundation or (b) Key Stage 1 and 2, students will explore a range of issues pertinent to their chosen phase. 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 facility to meet, the needs individual of pupils. Students should demonstrate increasing professional competence.

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 working with bullies/those who are bullied;

• 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 working with bullies/those who are bullied;

• 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.

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 primary
school

• ability to engage in professional debate on topics and issues relevant to
teaching and learning in the 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 primary
school

• ability to engage in professional debate on topics and issues relevant to
teaching and learning in the primary school.

This module is designed to deepen and reinforce students’ pedagogical skills and personal competence in literacy and numeracy. The focus is on the precise application of the curriculum of literacy and numeracy in order to meet the individual needs of the learner.

Students should be able to:

•consolidate and refine existing knowledge of pedagogy in literacy and numeracy;

•respond to the complex and individual needs of the learner;

•appreciate the application of literacy and numeracy to a diverse range of real life contexts;

•contribute to raising standards of literacy and numeracy;

•take professional responsibility for addressing underachievement in literacy and numeracy;

•demonstrate personal competence in literacy and numeracy

Students should be able to:

•consolidate and refine existing knowledge of pedagogy in literacy and numeracy;

•respond to the complex and individual needs of the learner;

•appreciate the application of literacy and numeracy to a diverse range of real life contexts;

•contribute to raising standards of literacy and numeracy;

•take professional responsibility for addressing underachievement in literacy and numeracy;

•demonstrate personal competence in literacy and numeracy

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.

This module is designed to deepen students’ knowledge and understanding of the theoretical principles and practice which underpin practice in Irish-medium primary settings as articulated in the NI Curriculum for Irish-medium Schools (CCEA, 2009) and to develop understanding of the GTCNI Professional Competences (GTCNI, 2007) from the perspective of Irish-medium teachers. Issues specific to Irish-medium education will be critically explored, including language proficiency,language planning across curriculum learning areas, assessment and SEN in immersion settings.

Students should be able to:

•Understand theoretical and research frameworks which support Irish-medium education;

•Critically engage with immersion issues relevant to IME;

•Demonstrate their developing professional and personal competences as Irish-medium practitioners.

Students should be able to:

•Understand theoretical and research frameworks which support Irish-medium education;

•Critically engage with immersion issues relevant to IME;

•Demonstrate their developing professional and personal competences as Irish-medium practitioners.

This course will enable students to deepen their understanding of teaching and learning in art and design through a combination of lectures, practical experiences and interaction. Students will critically analyse contemporary theories of teaching and learning in art and design, as they consider innovative, creative approaches to planning and delivering artistic learning experiences for Foundation Stage, Key Stages 1 and 2.
Students’ engagement in practical activities will enhance their appreciation of art and design learning processes, materials and tools, further develop their confidence and competence, and enable them to experience learning from the child’s perspective. They will also work independently to plan and develop their own creative teaching methods and resources.

The students should be able to:

• Discuss and analyse current theories of art and design education and consider the practical implications for the classroom.

• Demonstrate knowledge and understanding of contemporary approaches to learning and teaching in art and design.

• Use artworks to inform the planning and delivery of lessons in art and design.

• Engage in the processes of artistic enquiry and demonstrate progressive and analytical development of ideas.

• Appreciate the place of creativity in the holistic education of children and recognise the place of art and design education in its development.

• Plan for progression in art and design for a particular year group, across key stages and at whole school level.

The students should be able to:

• Discuss and analyse current theories of art and design education and consider the practical implications for the classroom.

• Demonstrate knowledge and understanding of contemporary approaches to learning and teaching in art and design.

• Use artworks to inform the planning and delivery of lessons in art and design.

• Engage in the processes of artistic enquiry and demonstrate progressive and analytical development of ideas.

• Appreciate the place of creativity in the holistic education of children and recognise the place of art and design education in its development.

• Plan for progression in art and design for a particular year group, across key stages and at whole school level.

This course considers developments in the primary Drama Curriculum from Foundation Stage through to the end of Key Stage 2 and includes organizing, leading and managing Drama at classroom and whole-school level.

This course will enable students to:
a. explore developments across the range of approaches to the teaching of Drama including leading, organising and managing the Drama curriculum;
b. engage in purposeful classroom and whole-school Drama activities;
c. develop curriculum leadership capacity.

This course will enable students to:
a. explore developments across the range of approaches to the teaching of Drama including leading, organising and managing the Drama curriculum;
b. engage in purposeful classroom and whole-school Drama activities;
c. develop curriculum leadership capacity.

This module aims to support enhanced understanding of curriculum implementation and change, when examined through a social justice lens. Students will engage in a self-initiated community service project through which they will develop leadership capacity and a commitment to active citizenship.

This course will enable students to:
a. develop understanding of the importance of service and active citizenship in education;
b. gain insight into a range of social issues which impact upon pupil learning in schools;
c. develop education initiatives to address community need and support community development;
d. understand the role of education in the promotion of social justice, equality and inclusion;
e. integrate theory and practice.

This course will enable students to:
a. develop understanding of the importance of service and active citizenship in education;
b. gain insight into a range of social issues which impact upon pupil learning in schools;
c. develop education initiatives to address community need and support community development;
d. understand the role of education in the promotion of social justice, equality and inclusion;
e. integrate theory and practice.

This joint Geography and History course will help students to explore opportunities for connecting pupils’ classroom WAU learning with environments and places outside the traditional classroom setting. The course will explore how to engage pupils in effective learning in a range of settings including: school grounds; the local built environment; museums, heritage sites and cultural centres; natural environments and sacred places. The course aims to help students to realise the potential benefits to primary pupils’ learning through connecting shared conceptual content in Primary History and Geography (Place; Interdependence; Change over Time; Movement and Energy) and by providing opportunities for applying subject specific and transferable skills in real-world contexts. Fieldwork and local studies forms an important component of this course; however, links between the local, European and the global dimension are also addressed. Students will be expected to engage in a range of approaches to their own learning including first-hand experiential ‘out-of-classroom’ learning. The nature of this course will require students to be flexible about start and finish times for taught sessions and they should note that some sessions will be delivered in out-door learning contexts i.e. ‘off campus’.

Students should be familiar with key concepts and skills in Primary History and Geography and be able to connect concepts, themes and topics to learning outside the classroom. They should be familiar with fieldwork principles and practice and be able to use built and natural environmental settings to optimise learning in the WAU. Students will gain first-hand experience of personal learning in a range of settings (including museums, heritage and cultural centres) and should be able to reflect critically on the significance of WAU learning (linked to people, place and community) for identity formation at a range of spatial scales. It is expected that students will gain knowledge and understanding of planning for and managing outdoor learning, including risk assessment.

Students should be familiar with key concepts and skills in Primary History and Geography and be able to connect concepts, themes and topics to learning outside the classroom. They should be familiar with fieldwork principles and practice and be able to use built and natural environmental settings to optimise learning in the WAU. Students will gain first-hand experience of personal learning in a range of settings (including museums, heritage and cultural centres) and should be able to reflect critically on the significance of WAU learning (linked to people, place and community) for identity formation at a range of spatial scales. It is expected that students will gain knowledge and understanding of planning for and managing outdoor learning, including risk assessment.

This course considers developments in the primary music curriculum from foundation stage through to the end of KS2 and it includes organising, leading and managing in the classroom context in an evolving educational climate.

Students should: explore developments across the range of music teaching, including organising, leading and managing in the classroom; and engage in purposeful classroom musical activities.

Students should: explore developments across the range of music teaching, including organising, leading and managing in the classroom; and engage in purposeful classroom musical activities.

This course will develop students’ skills in teaching and assessing the PE curriculum areas of Creative Dance and Games. Aspects of class organization, risk management in the PE setting, observation skills and developing creative thinking will also be developed.

Students should be able to:
Demonstrate awareness of the principles underlying the Physical Education areas of study, their structure and contribution to the whole curriculum; develop and demonstrate the practical delivery of the Physical Education Curriculum; demonstrate familiarity with the development stages in children’s physical and cognitive ability in relation to PE; participate in PE activities using a range of resources and equipment; demonstrate awareness of the need for good classroom practice in terms of management and organisation in both inside and outside based PE lessons; demonstrate awareness of supervisory and safety principles involved in taking Creative Dance and Games lessons; prepare lessons in Gymnastics for Foundation and Key Stages 1 & 2 classes, drawing on extant resources.

Students should be able to:
Demonstrate awareness of the principles underlying the Physical Education areas of study, their structure and contribution to the whole curriculum; develop and demonstrate the practical delivery of the Physical Education Curriculum; demonstrate familiarity with the development stages in children’s physical and cognitive ability in relation to PE; participate in PE activities using a range of resources and equipment; demonstrate awareness of the need for good classroom practice in terms of management and organisation in both inside and outside based PE lessons; demonstrate awareness of supervisory and safety principles involved in taking Creative Dance and Games lessons; prepare lessons in Gymnastics for Foundation and Key Stages 1 & 2 classes, drawing on extant resources.

This module will explore contemporary practice and learning theories in Science. It will take an experiential approach to help students engage in investigative Science in the Primary context. Tutors will support students as they develop more creative and imaginative approaches to learning and teaching Science and consider opportunities for development of ways to promote experiential learning through scientific enquiry in the Primary classroom.

Students will have the opportunity to:

• Discuss the links between Science educational theory and practice.

• Demonstrate their ability to plan creative learning experiences that move beyond discipline boundaries into other Learning Areas of the NIC.

• Identify and plan for the development of fundamental skills in Science and Science investigations.

Students will have the opportunity to:

• Discuss the links between Science educational theory and practice.

• Demonstrate their ability to plan creative learning experiences that move beyond discipline boundaries into other Learning Areas of the NIC.

• Identify and plan for the development of fundamental skills in Science and Science investigations.