BEd Primary
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BEd Primary |
Final Award |
Bachelor of Education |
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Programme Code |
RST-BED-P |
UCAS Code |
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HECoS Code |
100511 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Single Honours |
Length of Programme |
4 Academic Year(s) |
Total Credits for Programme |
480 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
St. Mary's University College |
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School/Department |
St. Mary's University College |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
N/A |
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Accreditations (PSRB) |
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Education and Training Inspectorate, on behalf of the Dept of Education |
Date of most recent Accreditation Visit 02-03-09 |
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General Teaching Council Northern Ireland |
Date of most recent Accreditation Visit 01-03-11 |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations Yes 1. BEd students enrol for a specific subject option. For new students enrolling in 2017-18, these are English, History, Irish, Mathematics, Music, Physical Education, Religious Studies and Science. Once enrolled it is not normally possible to transfer to another subject option. 2.They must register for modules worth 120 Level 1 CATS points and 120 Level 2 CATS points in Stages 1 and 2 respectively before proceeding to take modules leading to 240 Level 3 CATS points in Stages 3 and 4. To graduate with a BEd honours degree students must receive credit for 240 CATS points at Levels 1 and 2 and at least 220 Level 3 CATS points including credit for all School-Based Work. 2. Students will normally be required to pass or be granted credit for all modules in each stage before progressing to the next stage. However, students may, at the discretion of the Programme Board of Examiners, be allowed to proceed from a Stage if they have received credit for modules worth at least 80 CATS points at that level. In such a situation students must subsequently pass the modules failed before they will be permitted to proceed from the next stage e.g. students who have not received credit for 120 Level 1 CATS points will not be permitted to proceed to Stage 3. 3. For students first enrolled on the programme prior to 2009/10 the regulations in force at the date of entry will apply and thus when calculating the honours classification the weightings given to modules will be in the ratio 40:60:75 for modules taken in Stages 2, 3 and 4. For students first enrolled on the programme in 2009/10 or later, the following module weightings should be used when calculating the honours classification: Stage 1 10%, Stage 2 15%, Stage 3 30% and Stage 4 45%. 4. If a student fails a module at the first attempt, repeat assessment, as determined by the Subject Board of Examiners, will be scheduled as follows: (a) where a student is required to resit an examination paper or repeat other assessment components (without class attendance), this will normally take place before the end of the academic year; (b) where a student is required to repeat assessment components (with class attendance), this will normally take place when the failed module is next available. If the failed module is no longer being offered, the student will have to take a substitute module approved by his/her Adviser of Studies; (c) where a student is not successful in school-based work, the Board of Examiners will determine if and when the student will repeat all or part of school-based work. The student may be required to repeat this school-based work during the following academic year. |
Programme Specific Regulations 1. Applicants should note that all BEd programmes are designed to satisfy the accreditation requirements of the Department of Education for BEd programmes and may therefore have to be modified if these requirements change. |
Students with protected characteristics The Department of Education requires that “All entrants have the physical capacity and mental fitness to teach (having due regard to Article 5 of the Disability Discrimination (Northern Ireland) Order 2006)”. |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
EDUCATIONAL AIMS OF PROGRAMME
The BEd Primary programme aims to promote in students the academic and professional abilities needed to be effective teachers in Primary Schools. This includes the development of the professional knowledge, skills, attitudes and values which are reflected in the competences required by the Department of Education (Northern Ireland).
The programme also aims to prepare students for (a) further professional development;
(b) progression to post-graduate study.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Identify, analyse and evaluate key concepts, skills and values. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Critically analyse and discuss recent research and innovations. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Use bibliographic and electronic search systems to locate resources and professional guidance in order to inform decision making and action and for personal and professional study purposes. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Carry out self-evaluation and analysis of professional development needs. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Plan and carry out an investigation using a combination of literature search and empirical inquiry. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Develop hypotheses, question and verify results and produce coherent reports. |
Teaching/Learning Methods and Strategies Cognitive skills are developed through private study supported by lectures, seminars, tutorials, workshops and practical, experiential activities. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the focus of the chosen topic. Methods of Assessment To assess capability in a range of cognitive skills, assessment makes use of course-work, written examinations, projects, and practical, experiential activities. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Organise people, resources and tasks in a variety of complex environments. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Communicate effectively by written, graphical, oral and electronic means, including presentations and discussions. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Make effective use of ICT in data handling, problem solving, information finding, study and presentation of results. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Apply numerical skills and make effective use of numerical data. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Engage in group planning and problem-solving and in the implementation of a group enterprise. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Plan and produce various types of writing (e.g. digest of research, self-evaluation) using ICT where appropriate. |
Teaching/Learning Methods and Strategies To enhance their professional effectiveness, students will be involved in the processes of communication, using ICT, co-operative and collaborative working, problem solving and task management. Methods of Assessment Assessment of transferable skills will be principally through course work designed to require demonstrations of particular skills and competence and through the assessment and evaluation of School Experience. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Understand key concepts and modes of enquiry in one selected (main) subject. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand key concepts and modes of enquiry in Educational Studies. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the requirements of the NI curriculum. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the aims and values which underpin education. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the potential of a range of resources and strategies to promote learning effectively across the primary school curriculum. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the Northern Ireland competences framework for teacher education. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the various ways in which children learn and develop. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the potential of various strategies for assessing and recording children’s achievements for formative and summative purposes. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the processes that underpin education. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand the processes by which the individual needs of children are identified and addressed. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Understand current issues in education relevant to the primary school. |
Teaching/Learning Methods and Strategies Acquisition of core knowledge will be mainly through lectures and directed reading. Extension of knowledge and development of understanding will be promoted through seminars, tutorials, directed research assignments/projects and self-study packages. Students will be encouraged to develop techniques of private study. Where appropriate, students will relate theoretical knowledge to school placement experiences. Methods of Assessment Assessment of knowledge and understanding will make use of unseen written examinations, assessed coursework, including essays, assignments/projects and presentation of portfolios. The latter will test ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Identify, analyse and evaluate key concepts, skills and values relevant to the primary school curriculum. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Identify, analyse and evaluate the components, strengths and weaknesses of a range of teaching, classroom management and assessment strategies which may be used in the primary school. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Locate and interpret up to date reports of research, innovations, analyses of practice, educational materials, statutory and non-statutory guidance. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Engage in professional debate on topics and issues relevant to teaching and learning in the primary school. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Critically analyse and discuss recent research and innovations in the selected (main) subject and education. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Plan lessons within teaching programmes in all areas of the primary curriculum. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Plan schemes and lessons to take account of continuity and progression. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Construct learning experiences which include the methodologies and procedures necessary for effective teaching. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Plan a wide range of teaching and classroom management strategies appropriate to the age, ability, interests, experiences and attainment levels of children. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Identify and respond to relevant individual differences and special needs using appropriate assessment and teaching strategies. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Assess and record pupils’ performance in a systematic manner using level descriptions or other methods (as appropriate) to monitor the progress of individual children. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Locate and incorporate guidance from relevant organisations and professional sources into planning, teaching and assessment. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Locate and incorporate a range of educational resources, including ICT, into class, group and individualised learning experiences. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
Display practical skills where appropriate in the selected (main) subject. |
Teaching/Learning Methods and Strategies Subject-specific skills are developed through private study supported by lectures, seminars, tutorials and practical workshops. Students are required to undertake assignments/projects requiring the use of these skills to varying extents dependent on the topic chosen. Practical skills will be developed through a range of activities presented to the students in the context of workshops, tutorials, School Experience and practical classes. Methods of Assessment Assessment makes use of written examinations, essays, reports, course-work assignments and activity-focused exercises. Assessment of practical skills will be based on a suitable combination of coursework assignments, tutorial presentations, reports, observation and evaluation by teaching staff and feedback from School Experience. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Modern Irish Language and Literature 1 | MCE1001 | 1 | 40 | YES | YES | 24 weeks | N | YES | 50% | 20% | 30% | |
Genre Study 1 | MEN1001 | 1 | 40 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
Foundation Studies in Music 1 | MMU1001 | 1 | 40 | YES | YES | 24 weeks | N | YES | 70% | 30% | 0% | |
Childhood Studies in Physical Education | MPE1001 | 1 | 40 | YES | YES | 24 weeks | N | YES | 35% | 30% | 35% | |
An Introduction to Religious Studies | MRS1021 | 1 | 40 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Aspects of American History 1919-1969 | MMH1009 | 1 | 40 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
Calculus, Algebra and Discrete Mathematics - Primary | MMT1011 | 1 | 40 | YES | YES | 24 weeks | N | YES | 25% | 0% | 75% | |
Active approaches to Teaching Literacy and Numeracy in the primary school | MCS1011 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Curriculum Studies: the Northern Ireland Curriculum in the Foundation Stage and Key Stage 1 | MCS1012 | 1 | 20 | YES | YES | 24 weeks | N | YES | 0% | 100% | 0% | |
Philosophical and historical perspectives on educational development and practice - Primary | MES1011 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
School Experience and Understanding pupils, schools and teachers-Primary | MSW1011 | 1 | 20 | YES | YES | 24 weeks | N | YES | 20% | 80% | 0% | |
Foundation Studies in Physical and Biological Sciences (Primary) | MSC1012 | 1 | 40 | YES | YES | 24 weeks | N | YES | 60% | 40% | 0% | |
European Outreach Primary 5 | MEO2008 | 2 | 60 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Nature of the Church and the Celebration of the Sacraments | MRS2006 | 2 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Modern Irish Language and Literature 2 | MCE2002 | 2 | 40 | YES | YES | 24 weeks | N | YES | 50% | 20% | 30% | |
Genre Study 2 | MEN2003 | 2 | 40 | YES | YES | 24 weeks | N | YES | 25% | 0% | 75% | |
Foundation Studies in Music 2 | MMU2002 | 2 | 40 | YES | YES | 24 weeks | N | YES | 70% | 30% | 0% | |
Movement Studies in Physical Education | MPE2002 | 2 | 40 | YES | YES | 24 weeks | N | YES | 30% | 35% | 35% | |
Introduction to the Study of the New Testament | MRS2023 | 2 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Modern Irish Language and Literature (European Outreach) | MCE2080 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Curriculum Studies (European Outreach) | MCS2080 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Genre Study 2 (European Outreach) | MEN2080 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Linear Algebra and Analysis (European Outreach) | MMT2080 | 2 | 20 | YES | 12 weeks | N | YES | 20% | 0% | 80% | ||
Foundation Studies in Music 3 (European Outreach) | MMU2080 | 2 | 20 | YES | 12 weeks | N | YES | 75% | 25% | 0% | ||
Movement Studies in Physical Education (European Outreach) | MPE2080 | 2 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% | ||
Introduction to the New Testament and the Sacraments (European Outreach) | MRS2080 | 2 | 20 | YES | 12 weeks | N | YES | 30% | 0% | 70% | ||
Linear Algebra and Analysis - Primary | MMT2012 | 2 | 40 | YES | YES | 24 weeks | N | YES | 20% | 0% | 80% | |
Psychological perspectives on teaching and learning: understanding how children think and learn | MES2013 | 2 | 20 | YES | YES | 24 weeks | N | YES | 60% | 0% | 40% | |
Promoting learning in schools and classrooms - Primary | MSW2013 | 2 | 20 | YES | YES | 24 weeks | N | YES | 20% | 80% | 0% | |
Issues in Literacy and Numeracy | MCS2013 | 2 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Aspects of the Primary Curriculum | MCS2014 | 2 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
European History 1914-89 | MMH2012 | 2 | 40 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
European History 1914-1945 (European Outreach) | MMH2081 | 2 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Psychological perspectives and promoting learning in schools and classrooms - Primary | MES2081 | 2 | 20 | YES | YES | 12 weeks | N | YES | 60% | 40% | 0% | |
Biological, Physical and Chemical Interactions in the Environment (Primary) | MSC2012 | 2 | 40 | YES | YES | 24 weeks | N | YES | 60% | 40% | 0% | |
Biological, Physical and Chemical Interactions in the Environment (European Outreach) | MSC2082 | 2 | 20 | YES | 12 weeks | N | YES | 50% | 0% | 50% | ||
Divine Revelation and Human Response | MRS3009 | 3 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Approaches to Understanding God | MRS3010 | 3 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Classical and Modern Irish Language and Literature | MCE3003 | 3 | 40 | YES | YES | 24 weeks | N | YES | 50% | 20% | 30% | |
Anglo - Irish Literature: Texts and Contexts | MEN3005 | 3 | 40 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
Advanced Studies in Music 1 | MMU3003 | 3 | 40 | YES | YES | 24 weeks | N | YES | 70% | 30% | 0% | |
Investigations in Physical Education | MPE3003 | 3 | 40 | YES | YES | 24 weeks | N | YES | 25% | 40% | 35% | |
Promoting high quality Literacy and Numeracy teaching and learning | MCS3015 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Sociological perspectives on teaching and learning: homes, schools and society - Primary | MES3015 | 3 | 20 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
School Experience and meeting the needs of learners 3-11 | MSW3015 | 3 | 20 | YES | YES | 24 weeks | N | YES | 10% | 90% | 0% | |
Irish in the Modern World | MCE3011 | 3 | 20 | YES | YES | 24 weeks | N | YES | 0% | 20% | 80% | |
The Making of Twentieth Century Literature | MEN3011 | 3 | 20 | YES | YES | 24 weeks | N | YES | 25% | 0% | 75% | |
Algebra - Primary | MMT3030 | 3 | 20 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Geometry and Number Theory - Primary | MMT3031 | 3 | 40 | YES | YES | 24 weeks | N | YES | 35% | 0% | 65% | |
Advanced Studies in Music 3 | MMU3011 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Performance in Physical Education | MPE3011 | 3 | 20 | YES | YES | 24 weeks | N | YES | 60% | 40% | 0% | |
Faith, Belonging and Worship in a Multi-Religious World | MRS3031 | 3 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Irish and British History 1845-1939 | MMH3013 | 3 | 40 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
The Northern Ireland Troubles 1964-1998 | MMH3014 | 3 | 20 | YES | YES | 24 weeks | N | YES | 30% | 0% | 70% | |
Environmental Science: Systems and Solutions | MSC3033 | 3 | 20 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Perspectives on Ethology | MSC3013 | 3 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Educational Response to Trauma - Primary | MPS3017 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Education and Disadvantage - Primary | MPS3018 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
The Pupil and the Special School - Primary | MPS3019 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Specific Learning Difficulties: Dyslexia in the Primary School | MPS3020 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Multiculturalism and Intercultural Education - Primary | MPS3021 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Special Educational Needs and Inclusion in the Mainstream School - Primary | MPS3022 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Leadership in Diversity and Mutual Understanding - Primary | MPS3023 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Early Childhood Education - Primary | MPS3024 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
School Experience and developing leadership for learning - Primary | MSW3017 | 4 | 30 | YES | YES | 24 weeks | N | YES | 10% | 90% | 0% | |
Ensuring achievement in Literacy and Numeracy | MCS3017 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
The Capstone Module - Primary | MES3017 | 4 | 30 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Developing the Primary Curriculum – Music | MCS3018 | 4 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Developing the Primary Curriculum – PE | MCS3019 | 4 | 10 | YES | YES | 24 weeks | N | YES | 0% | 100% | 0% | |
Developing the Primary Curriculum – History/ Geography | MCS3021 | 4 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Current Issues in the Primary Curriculum for Irish-medium Education | MCS3022 | 4 | 20 | YES | YES | 24 weeks | N | YES | 50% | 50% | 0% | |
Curriculum Studies: Art and Design Education | MCS3024 | 4 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Developing the Primary Curriculum: Science | MCS3025 | 4 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% |
Notes
MSW2013 - prerequisite MSW1011 MCE2002 - prerequisite MCE1001 MMT2012 - prerequisite MMT1011 MMU2002 - prerequisite MMU1001 MRS2023 - prerequisite MRS1021 or equivalent MES2081 - prerequisite MSW1001 MCE2080 - prerequisite MCE1001 or MCE1051 MMU2080 - prerequisite MMU1001 MRS2080 - prerequisite MRS1021 or equivalent
MSW3015 - prerequisite MSW2013
MSW3017 - prerequisite MSW3015