On completion of this module student teachers will demonstrate compmtence and proficiency in the following pedagogical skills required for senior cycle Science.

Foster a creative mindset and their view of teachers as reflective practitioners, as innovators, and as researchers.
Build on and make connections to their learning from other modules in the PME programme and previous study and work experience.
Consistently reflects on the application of their new learning to their classroom practice.
Access, develop, and adapt resources and ideas that elicit deep student engagement and challenge learners appropriately.
Develop their competence in teaching and assessing literacy and numeracy appropriate to the Senior Science curricula.
Explore the use of digital technologies to support teaching, learning, and assessment for all learners and examine new and emerging technologies.
Pose questions that call for marshalling, analysing, and synthesising of evidence and require students to explain their thinking.
Develop assessment strategies that assess all aspects of students’ learning and understand how this can be used to inform their own practice and planning and progress their students’ learning.
View collaboration with their fellow student teachers and cooperating teachers as a means to improve student learning and to enhance their own professional development.
Proactively build collective expertise in the skills and approaches necessary to facilitate student learning for the future.
Recognise that their learning as a teacher will continue throughout their career and view themselves as a lifelong learner.



In addition, and of equal importance, student teachers can create a learning environment where all students are self motivated to engage in, extend and enjoy their learning.

Student teachers will:
Build on and make connections to their students’ KU from their lived experiences, other Senior Cycle subjects and their previous learning at Junior Cycle and primary school.
Consider cooperative learning strategies and positive classroom management strategies to ensure all students are meaningfully engaged in tasks.
Explore the creation of classroom norms, rules, and routines to establish an orderly learning environment that ensures the health and safety of everyone in the science classroom.
Explore the potential to differentiate material in three distinct areas: the learning outcomes of the syllabus, the process of teaching and learning, and assessment.
Explore the application of universal design principles to tasks and activities so that each task provides multiple access points and outcomes for students.
Work to make sure that all students have opportunities to have their voices heard and their contributions valued and see errors as opportunities for new learning.
Empower learners to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. (GCED)

Topics and Themes
Exploring Senior Cycle specifications - connections, opportunities, challenges.
Developing units of learning.
Classroom Management strategies for the senior science classroom.
The use of mathematical and visual representations in Senior Science.
Language and literacy.
Global citizenship education - Empowering learners to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies
Philosophy in the Science classroom - what makes a good question?
Assessment for Learners, assessment for teachers.
School placement - examining conflicts between theory, policy, and practice.
Digital learning and skills.
Inclusion in practice - stretching all learners.

NA

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

Assignments will be graded against a rubric that will be discussed in class. Students will receive a copy of the feedback sheet and comments via Brightspace. Given the practical nature of this module, feedback will be offered over the entire trimester. An in-the-moment approach will be employed such that students can put in to practice advice given. The group will be asked to reflect at various points during the module. The lecturer will provide formative feedback to the group. The aim of this feedback is to shape the class as a community of practice.