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CURRICULUM AND METHODOLOGIES 2

Module code: EDF229
Credits: 7.5
Semester: Year-Long
Department: FROEBEL EDUCATION
International:
Coordinator: Dr Bernadette Wrynn (FROEBEL EDUCATION), Dr Suzanne O'Keeffe (FROEBEL EDUCATION), Dr Triona Stokes (FROEBEL EDUCATION), Edel Fahy (FROEBEL EDUCATION), Laura Thornton (FROEBEL EDUCATION), Tony Sweeney (FROEBEL EDUCATION)

	Overview
	In relation to the middle primary classes, students will continue to explore the dynamic processes by which curriculum is designed and facilitated for all pupils. These are underpinned by a broad range of theoretical lenses, including literature pertaining to Integration and Problem-based Learning, Assessment and Universal Design for Learning and digital learning methodologies. Student teachers are supported to engage with pupils in order to develop effective, creative and imaginative strategies that promote individual and shared learning, further embedding playful pedagogies, in alignment with national curricula/curricular frameworks. Through reflection on, and evaluation of, their own teaching and learning experiences, student teachers will be encouraged to think critically about characteristics, organisation and management of an inclusive, Froebelian, and enquiry-based learning environment. Student teachers will plan and implement the subject matter, pedagogical content and related methodologies of Visual Arts, Drama, Music, PE, SESE and SPHE, through Froebelian and child-led approaches. An awareness of the interdependence of teachers� learning and pupil learning and the importance of teacher-pupil relationships in the teaching/learning process will be further built upon. An extended range of methodologies to achieve planned outcomes will be experienced and implemented, including a variety of opportunities to experiment with and explore new and emerging technologies for teaching and learning.

Overview

In relation to the middle primary classes, students will continue to explore the dynamic processes by which curriculum is designed and facilitated for all pupils. These are underpinned by a broad range of theoretical lenses, including literature pertaining to Integration and Problem-based Learning, Assessment and Universal Design for Learning and digital learning methodologies.

Student teachers are supported to engage with pupils in order to develop effective, creative and imaginative strategies that promote individual and shared learning, further embedding playful pedagogies, in alignment with national curricula/curricular frameworks.

Through reflection on, and evaluation of, their own teaching and learning experiences, student teachers will be encouraged to think critically about characteristics, organisation and management of an inclusive, Froebelian, and enquiry-based learning environment.

Student teachers will plan and implement the subject matter, pedagogical content and related methodologies of Visual Arts, Drama, Music, PE, SESE and SPHE, through Froebelian and child-led approaches.

An awareness of the interdependence of teachers� learning and pupil learning and the importance of teacher-pupil relationships in the teaching/learning process will be further built upon. An extended range of methodologies to achieve planned outcomes will be experienced and implemented, including a variety of opportunities to experiment with and explore new and emerging technologies for teaching and learning.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate an understanding of theory, concepts and methods pertaining to effective teaching, learning, and assessment both summative and formative. Build upon cross-curricular links and themes, connecting curriculum to children�s life experiences in meaningful ways, to promote and embed integration in the primary classroom. Design and manage a variety of differentiated, learning environments to support learning through the application of Froebelian, play, enquiry-based and child-centred principles. Plan and implement a range of methodologies to achieve planned outcomes in Visual Arts, Drama, Music, PE, SESE and SPHE. Reflect upon the development of strategies to support, monitor and holistically assess pupils' approaches to learning and their progress, including effective feedback techniques. Further expand on the use of pedagogical expertise and criticality, including subject-specific pedagogical content knowledge and new and emerging technologies for teaching and learning in Visual Arts, Drama, Music, PE, SESE and SPHE at middle primary class level.

Learning Outcomes

Teaching & Learning methods

Assessment

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Supplemental assignment (Subject to satisfactory attendance)

	Additional Reading
	Bonfield, T & Horgan, K. (2016) Learning to Teach, Teaching to Learn. Dublin: Gill. Bruce, T. (2012) Early Childhood Practice: Froebel Today. London: Sage. Department of Education & Science (1999) Primary School Curriculum. Dublin: Stationery Office. NCCA (2020) Draft Primary Curriculum Framework. [online] available at https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf (accessed 7.12.2021). PDST (2008)�Differentiation in Action!�Dublin: Primary Professional Development Service.� Available at: https://www.pdst.ie/sites/default/files/Session%202%20-%20Differentiation%20Resource%20_0_0.pdf�(accessed on 15.12.2021). Pollard, A. 2nd ed (2014) Readings for Reflective Teaching in Schools. London: Continuum. Salhberg, P. (2020) Let the Children Play. Oxford: Oxford University Press. Tovey, H. (2013) Bringing the Froebel Approach to your Early Years Practice. London: David Fulton.

Additional Reading

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CURRICULUM AND METHODOLOGIES 2

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