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Curricular information is subject to change
On completion of this module, students will be enabled to:
* Design lesson plans and units of work underpinned by High Leverage Practice and on-going assessment that reflect a variety of teaching/learning methodologies and assessment strategies that are aligned with relevant subject and programme curriculum content
* Create Learning Intentions relevant to a specification Learning Outcome in the subject area using Blooms Taxonomy of Action Verbs
* Identify and evaluate existing subject and programme resources relevant to the junior and senior cycle
* Create differentiated resources suitable for junior and senior cycle taking into consideration students with Additional Educational Needs (AEL) and English as an Additional Language (EAL)
* Review and critically analyse assessment strategies, curricula and an appropriate pedagogical repertoire
* Analyse the requirements and delivery of a range of State Assessments to include Classroom-Based Assessments, Assessment Task, SLAR Meetings and SEC Written exams.
* Demonstrate the ability to effectively use broadcast and digital media to enhance teaching, learning and assessment
* Identify and embed relevant Sustainable Development Goals in teaching learning and assessment
* Identify and embed relevant literacy, numeracy and other key skills as appropriate
* Identify and embed relevant wellbeing strategies as appropriate
* Reflect on the learning experience both from both the student and teacher perspective
Indicative Reading List
Cox, D., & Hutton, L. (2021). Making Every RE Lesson Count: Six principles to support religious education teaching. Crown House Publishing Ltd.
Exceptionally Able Students - Draft Guidelines For Teachers, NCCA, 2007
Hannam, P. (2017). Teachers As Gardeners: Thinking, Attentiveness and the Child in the Community of Philosophical Inquiry. Childhood & Philosophy 605-614, 13(28)
Lipman, M. (2003). Thinking in education. Cambridge university press.
Scholl R., Nichols K., Burgh G. (2016). Connecting learning to the world beyond the classroom through collaborative philosophical inquiry. Asia-Pacific Journal of Teacher Education, 436-454, 44(5)
Sharp, A. (2007). The Classroom Community of Inquiry as Ritual : How we can Cultivate Wisdom. Critical and Creative Thinking, 3-14, 15(1)
Sharp, A. M. (2017). A letter to a novice teacher 1: Teaching Harry Stottlemeier’s Discovery 2. In In Community of Inquiry with Ann Margaret Sharp (pp. 88-95). Routledge.
Indicative Module Content
1. Introduction to the Junior Cycle Framework and the Key Skills in Religious Education
2. The Junior Cycle RE Specification, Teaching, Learning and Assessment
3. Deep Dive into RE Specification Units of Learning with focus on Planning for Teaching, Learning and Assessment
4. Deep Dive into RE Specification Units of Learning with focus on Planning for Teaching, Learning and Assessment
5. The Inclusive Classroom: Identifying where, when and how to support all learners
6. The Inclusive Classroom: Identifying where, when and how to support all learners
7. Assessment for Learning in RE
8. Metacognition – the importance of reflection in Teaching and Learning
9. Thinking Tools – De Bono CoRT Tools
10. Thinking Tools – Hylerle’s Thinking Maps
11. Introduction to Philosophical Inquiry (P4C) pedagogy
12. Building a Community of Philosophical Inquiry
Programme and tutor identified hard copy and electronic academic resources from the library.
DES supported subject specific curriculum content for all junior and senior cycle subjects and programmes is available at the links below.
Up-to-date relevant subject specification/syllabus and programme curriculum
https://curriculumonline.ie/Home/
NCCA resources for On-going assessment
https://ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning
Professional Development Service for Teachers (PDST) - DES approved planning, teaching, learning and assessment resources for TY, LCA, LCVP and Leaving Certificate Established
https://pdst.ie/
PDST Technology in Education (PDST TiE) - DES approved resources for technology enhances teaching, learning and assessment
https://www.pdsttechnologyineducation.ie/en/Good-Practice/
PDST JCSP subject specific resources to support students taking the Junior Cycle School Programme
http://jcsp.ie/
Junior Cycle for Teachers (JCT) - DES approved planning, teaching, learning and assessment resources for the Junior Cycle Framework
http://jct.ie/home/home.php
Scoilnet - DES funded teacher repository for sharing of planning, teaching, learning and assessment resources for primary and post-primary programmes and subjects
https://www.scoilnet.ie/
State Exams Commissions website with past exam papers and suggested solutions for all subjects and programmes
https://examinations.ie/
DES Looking At Our School Quality Framework (LAOS) and School Self-Evaluation Guidelines for post-primary schools
http://schoolself-evaluation.ie/post-primary/
National Council for Special Education (NCSE) - DES approved resources for supporting students with AEL
https://ncse.ie/
Other resources
High Leverage Practice – explanation and video vignettes
http://www.teachingworks.org/work-of-teaching/high-leverage-practices
http://www.teachingworks.org/support-resources/video-resources
Literacy/Numeracy and AfL Strategies
https://www.pdst.ie/sites/default/files/Integrated%20Approach_0.pdf
https://www.nala.ie/literacy-and-numeracy-in-ireland/
http://www.adlit.org/strategy_library/
https://www.facinghistory.org/resource-library/teaching-strategies#sid
https://www.nationalnumeracy.org.uk/
Sustainable Development Goals – explanation and exemplars in practice
https://en.unesco.org/sustainabledevelopmentgoals - Sustainable Development Goals
http://www.ubuntu.ie/ - Examples of how to integrate the Sustainable Development Goals across the curriculum
Student Effort Type | Hours |
---|---|
Lectures | 20 |
Specified Learning Activities | 18 |
Autonomous Student Learning | 20 |
Online Learning | 4 |
Total | 62 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Assignment: An assignment brief will be provided by your module coordinator during the module. 20% of the assignment will be based on participation in the module as prescribed by the module coordinator. | Varies over the Trimester | n/a | Standard conversion grade scale 40% | Yes | 100 |
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities
Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.
Lecture | Offering 1 | Week(s) - 1 | Thurs 14:00 - 15:50 |
Lecture | Offering 1 | Week(s) - 2, 4, 6 | Thurs 14:00 - 15:50 |
Lecture | Offering 1 | Week(s) - 3, 5, 7 | Thurs 14:00 - 15:50 |
Lecture | Offering 1 | Week(s) - 8, 9, 10, 11, 12 | Thurs 14:00 - 15:50 |