This module provides an overview of the principal developments in prehistoric archaeology in Ireland.

1. Identify the key developments in the emergence of the study of European archaeology.

2. Describe the changing nature of human society and economy in prehistory as reflected by the surviving archaeological site types and artefacts.
3. Outline the range of evidence available to archaeologists and the techniques of analysis and interpretation employed within the discipline.
4. Examine the material culture of the prehistoric period in Ireland.

This module aims to provide students with the ability and confidence to use standard workplace and Internet applications for the editing of photos and video, and for the design and creation of websites. It will seek to develop the student's digital literacy skills and develop an awareness of the need for computer security.

1. Have anunderstanding of computer security

2. Develop knowledge in the role and significance of social and digital media.
3. Develop skills in the establishment of an online community through the use of a number of different online applications.
4. Demonstrate a knowledge of the range of multimedia elements required for online presentation.
5. Exhibit knowledge of multimedia formats with particular emphasis on skills for image and video manipulation

6. Demonstrate knowledge of the basic concepts of web site structure, design and the development process.
7. Develop the ability to build and deploy a web site.

This module provides students with an understanding of the physical, ecological, historical and social factors which underpin ecosystem dynamics. Particular focus is placed on Irelands ecosystems and how they have responded to environmental change in time and space. It will introduce an ecological basis to the causes, and impacts of, climate change and biodiversity declines and offer solutions to how these trends may be reversed. Field excursions and practical activities will develop field skills and introduce the student to a variety of semi natural habitat types as it applies to the Irish Natural Heritage Classification.

1. Recognise Natural History as a practice that spans disciplines.

2. Describe the basic principles of ecology.

3. Discuss key ecosystem, evolutionary and biodiversity concepts in biogeography.

4. Identify and interpret select Irish habitat types and their characteristic fauna and flora as it applies to the Irish natural heritage classification.

5. Connect the module material with current events and everyday life, particularly as it relates to the twin crises of climate change and biodiversity decline in addition to Education for Sustainability.

This module aims to equip students with an understanding of what local history is and to provide them with the skills to undertake their own local history research using primary and secondary sources.

1. Demonstrate skills incommunication, discussion, interpretation, presentation and writing of local history.

2. Identify and locate primaryand secondary sources relating to a local history topic.

3. Examine key issues in the history of a locality.

4. Assessthe evidence contained in sources (both primary and secondary) of relevance to local history.

This module will provide an introduction genealogy and family history. Students will examine the fundamental sources for Irish genealogical research, and learn to compile a family tree and family history based on primary sources.

1. Identify a range of sources that can be used in genealogical research.

2. Interpret evidence from archival and other sources relating to family history.

3. Organise family history data to compile a family tree and supporting research document.

4. Assess the nature of life of specific individuals in the past and contextualise them in their contemporary setting.

Students will join a working organisation for at least 5 weeks during the summer following semester 4. They will work as either volunteers, interns or paid employees and will engage with the processes of that organisation through its staff, its working procedures and its clients. The organisation will have a substantial engagement with heritage through, for example, the provision of information or expertise, through engagement with conservation, research, planning, promotion or education, or through community involvement.

1. experience the process of preparing a curriculum vitae, applying to a selected host organisation and presenting for interview with this external body

2. participate ina commercial, public service, consultancyor community organisation whose function comprehends heritage

3. assess the ongoing role of heritage in a given sector
4. engage with colleagues and clients in a real working environment

5. reflect on their role within the organisation, including their engagement with given tasks, their creative input and their response to challenges

6. develop self-awareness regarding their talents, expertise and aptitude within a working environment

This module provides students with an understanding of the physical, ecological, historical and social factors which underpin ecosystem dynamics. Particular focus is placed on Irelands ecosystems and how they have responded to environmental change in time and space. It will introduce an ecological basis to the causes, and impacts of, climate change and biodiversity declines and offer solutions to how these trends may be reversed. Field excursions and practical activities will develop field skills and introduce the student to a variety of semi natural habitat types as it applies to the Irish Natural Heritage Classification.

1. Recognise Natural History as a practice that spans disciplines.

2. Describe the basic principles of ecology.

3. Discuss key ecosystem, evolutionary and biodiversity concepts in biogeography.

4. Identify and interpret select Irish habitat types and their characteristic fauna and flora as it applies to the Irish natural heritage classification.

5. Connect the module material with current events and everyday life, particularly as it relates to the twin crises of climate change and biodiversity decline in addition to Education for Sustainability.

This module aims to equip students with a knowledge of the archaeology of the medieval period in Ireland with a particular focus on the art and ecclesiastical architecture of the period.

1. Describe the range of archaeological evidence for art and ecclesiastical architecture in medieval Ireland.
2. Discuss the range of styles and influences that are apparent in medieval art and architecture in Ireland and relate these to trends in Britain and Europe.

3. Explain the major chronological sequence of medieval Irish art and architecture and place these developments in their historical context.
4. Analyse specific examples of medieval artefacts / buildings from an archaeological perspective.

The changing nature of rurality and the opportunities and challenges in rural development are explored in this module. It explores different theories of development and their application at multiple geographical scales and in the context of contemporary concerns around inequality, sustainability, food and energy security. The course also explores the changing socio-demographic composition of the rural, globalisation and rural socio-economic change, influential rural policies such as the Common Agricultural Policy, rural livelihoods, conservation, conflicting rural land-uses, rural community development and governance. Theories and concepts are illustrated through numerous case studies in Irish and international settings.

1. Explainand discussthe impacts of globalisation as it relates to social, economic and environmental processes in rural areas.

2. Assess the role of environmental change in rural restructuring and its implications for community, economy, space and place

3. Discussthe impacts ofcontemporary approaches to ruraldevelopment on rural environment, society, space, economy

4. Describe and assess different theories of development and their application to the rural

5. Apply theoretical principles of rural community development to case study examples
6. Discuss the conflicts of interest that can occur between rural landuses andassess their impacts

This module will provide the learner with the relevant knowledge, skill and competence to provide tour management services for domestic and international tourists visiting and travelling in Ireland. This will include all travel and transfers within different tour contexts and niche tourism areas. Learners will be given the opportunity to participate on an overnight coach. Participation is mandatory.

The requisite prior learning for this module is the successful completion of the Regional Guiding module.

1. Demonstrate specialist tour guiding and tour management skills and techniques along witha range of communication, information and customer care skills

2. Plan and relatethemed tour itineraries for use as a self-employed guide or working for an incoming tour operator

3. Conduct and managea national coach tour

4. Examine Contemporary issues relating to National Guiding

5. Explore the operation and organisation of tourism facilities and Infrastructure

6. Appraise digital media skills to enhance the tour experience, to promote potential products and services and to target potential customers

7. Communicate safety and environmental best practice

French Language and Culture 2 is for students who wish to develop their communication skills in French and further their understanding of its cultural and contextual environment. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A1.2 and A2.1

1. Listen to and understand some common phrases and language related to areas of personal relevance (e.g.basic personal and family information, shopping, local area, employment, eating out, the environment) and catch the main point in short, clear messages and announcements

2. Scan everyday material such as advertisements, prospectuses, menus and timetables for basic information and understand short emails.

3. Generate some common phrases and language to describe in simple terms their family, other people, living conditions, educational background and current or most recent job and translate short, simple texts on the same themes.

4. Communicate verbally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

5. Identify francophone countries and describe various aspects of francophone culture.

German Language and Culture 2 is for students who wish to develop their communication skills in German and further their understanding of its cultural and contextual environment. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A1/A2.

1. Listen to and understand some common phrases and language related to areas of personal relevance (e.g. basic personal and family information, shopping, local area, employment, eating out, the environment) and catch the main point in short, clear messages and announcements.

2. Scan everyday material such as advertisements, prospectuses, menus and timetables for basic information and understand short emails.

3. Generate some common phrases and language to describe in simple terms their family, other people, living conditions, educational background and current or most recent job.

4. Communicate verbally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

5. Generate and translate short, simple texts.

Spanish Language and Culture 2 is for students who wish to develop their communication skills in Spanish and further their understanding of its cultural and contextual environment. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A1/A2.

1. Listen to and understand some common phrases and language related to areas of personal relevance (e.g. basic personal and family information, shopping, local area, employment, eating out, the environment) and catch the main point in short, clear messages and announcements.

2. Scan everyday material such as advertisements, prospectuses, menus and timetables for basic information and understand short emails.

3. Generate some common phrases and language to describe in simple terms their family, other people, living conditions, educational background and current or most recent job.

4. Communicate verbally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

5. Generate and translate short, simple texts.

The focus of the module will be on an introduction to ecological principles supported by associated fieldwork practicals. There will also be an examination of approaches to environmental education. It will provide practical skills and the know how required to undertake selected ecological field methods. The student will demonstrate an appreciation of the complexities of some important environmental debates and the way in which ecological knowledge is used to address problems such as climate change, water pollution, over-exploitation of biological resources and invasive species. Throughout the module theoretical learning will be illustrated by case studies and supported with field activities. The module also hopes to foster empathy with the natural world and create a deeper awareness of both our interdependence and interconnection with our environment.

1. Describe the complex relationships and factors that create ecosystems

2. Explain the operation of ecological processes and generate supporting theoretical models

3. Design simple surveys and interpret fieldwork data

4. Select suitable approaches to environmental education

5. Applyecological knowledge to a range of environmental challenges faced by society

This module aims to equip students with knowledge of the secular settlement of the medieval period in Ireland.

1. Describe the evolution of settlement in Ireland in the medieval period.
2. Examine case studies of medieval secular buildings in Ireland with reference to their form, function, style, social significance and historical context.
3. Analyse settlement patterns in medieval and early modern Ireland.
4. Assess the development of towns and villages in medieval and early modern Ireland.

This module aims to provide students with a knowledge and understanding of the nature, purposes and terminology of research. It provides students with an understanding of the research process, key methods used in research and develops their research skills for application in the humanities, natural and social sciences

1. have a broad, integrated knowledge and understanding of the nature, purposes, terminology and data collection methods that will enable them to complete their own independent research
2. have an understanding of the key steps in the research process, the need to adopt a systematic approach and be able to exercise appropriate judgement in research design including the selection of appropriate methods to apply in the context of their own research
3. understand the role and value of primary and secondary data
4. be able to carry out a literature review and source secondary data relatingtheir research topic
5. be able to use a rangeresearch techniques in collecting primary data
6. to recognise there are different types of data and the implicationsfor analyses
7. have an awareness of and sensitivity to the problems of plagiarism and copyright, ethical considerationsand access isssues in research

This module investigates the potential for sustainable tourism in a variety of landscapes and destinations.The viability of tourism for remote, fragile and rural destinations is examined in the context of contemporary developments including the climate emergency, over tourism and flight shaming. The module explores practical aspects of sustainable tourism management using both domestic and international case studies,

Learners will develop a critical awareness of the ways in which individual tourism sites, destinations and planning organisations must respond to contemporary opportunities and challenges for sustainable tourism.

1. Discuss key sustainable tourism concepts and contemporary issuesrelevant to the demand for and supply of sustainable tourism.

2. Analyse the positive and negative impacts of tourism.

3. Evaluate visitor management strategies in a variety of geographical contexts and visitation levels.

4. Investigate and evaluate destination management techniques.

5. Debate the case for tourism in fragile and under developed locations

This module examines a range of drama, poetry and prose which cover the period from the 16 th century to the early 20 th century. Specific genres of literature are examined and the ways in which literature emerges from and responds to key social movements and changes.

1. identify different genres of literature from a variety of historical periods

2. appreciate the handling of literature conventions

3. recognisehow literature can reflect contemporary society

4. understand the importance of literature in fostering social reflection

The module will introduce learners to the myriad of factors that are leading to the environmental degradation of the planet and present a case for taking action as individual initiative and through collective action. The module promotes Acting for Sustainability as advocated by the European sustainability competence framework – 'GreenComp'.

It will present learners with a wide range of evidenced based positive practical actions that the learner can take at an individual and local community level to mitigate against global problems such as climate change and biodiversity loss. The module will examine case studies of successful local community and youth programmes that have led to positive behaviour change with regard to environmental action. It will discuss communication strategies that help promote a pro sustainability message at a local level such as within the student body, family and workplace. The module will identify barriers to positive behaviour change with regard to environmental action. The module will promote informed ways to think, plan and act with empathy, responsibility, and care for our planet and for public health.

1. Examine the key environmental threats that face humanity.

2. Evaluate the effect of lifestyle and consumerism on planetary health.

3. Discuss the environmental, social and political impacts of the climate crisis.

4. Critique the impact of movements and organisations working for climate justice.

5. Design mechanisms that may influence and encourage people at home, at work and in their community to live more sustainably.

6. Critique the role of the Sustainable Development Goals (SDGs) for Outdoor Education.

This module examines the global ecological crisis and draws on contemporary geographical scholarship to evaluate approaches to sustainable landuse change and ecological restoration. Key concepts in environmental geography such as socio-ecological systems and ecosystem services are explored in addition to their implications for environmental governance. Case studies from across the world are used to illustrate theories and concepts in practice.

1. Analyse threats tobiodiversity and ecosystems from human activity

2. Discuss the co-benefits and conflictsthat can arise in land-use change andrestoration

3. Analyse key issues in governance of nature and biodiversity at different spatial scales

4. Apply a socio-ecological lens to evaluate approaches to restoration of nature

This module develops the student's ability in harnessing the potential of new developments in the field of digital mapping. It develops the understanding and skills required for the creation and presentation of digital maps. It also deals with the creation of video and sound for their integration into multimedia applications.

1. Demonstrate an understanding of the basic characteristics of spatial data

2. Have developed basic cartographic knowledge and skills

3. Have gained experience and confidence in the use of web mapping software tools

4. Have enhanced their creative capabilities through the design and implementation of a multimedia presentation

Traces the historical geography of the built environment in Ireland from the 18th century and provides perspectives on the conservation, regeneration and renewal of built heritage in urban and rural landscapes.

1. Trace the principle developments and styles in Irish architecture from the seventeenth to the twentieth century

2. Identifyregional styles, including the vernacularandsettlement patterns underlying the historic built environmentinIrelandfrom the 18th century

3. Evaluate the evolution ofconservationpolicy for built heritageand relate this to contemporary international and national frameworks forconservationof the built environment and to case studies.

4. Outline and discuss the international and national policy context for regeneration and renewal of the historic built environment and relate these policy frameworks to case studies.

This module studies examples of literary writing showing the relationship between individuals, communities and the environment. It also comprehends the genre of nature writing, with selections from major exponents in Ireland, Britain and North America.

1. understand therole played bynature and the landscapein the work of several major authors

2. interpret a range of key moments in the development of nature and the landscape as objects of meaning and value

3. articulate different views of the environment as seen in literary representations

4. demonstrate an ability to undertake comparative and critical analysis of literature

The aim of this module is to provide a compact synthesis of Europe's Renaissance, Reformation and Revolution periods. The major themes comprise scientific breakthroughs and their social and economic consequences, the connections between the discovery of new lands and the recovery of ancient learning, Europe's economic expansion, humanist culture, the reform and revolution in the Church and the reform and revolution of political states.

1. Describe the main phases of European history 1450-1800.
2. Assess the legacy of historical events in the early modern period.
3. Analyse the dynamic stages of development of politics, society and culture
4. Demonstrate an appreciation of factual accuracy and critical balance in the handling of historical material

The aim of this module is to provide a compact synthesis of Europe's Renaissance, Reformation and Revolution periods. The major themes comprise scientific breakthroughs and their social and economic consequences, the connections between the discovery of new lands and the recovery of ancient learning, Europe's economic expansion, humanist culture, the reform and revolution in the Church and the reform and revolution of political states.

1. Describe the main phases of European history 1800-1900
2. Assess the legacy of historical events during the nineteenth century
3. Analyse the dynamic stages of development of politics, society and culture.
4. Demonstrate an appreciation of factual accuracy and critical balance in the handling of historical material

German Language and Culture 3 is for students who wish to build on their spoken, written, reading and listening skills and general interaction in German and who wish to learn more about the social and cultural context of the language. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A2.

1. Listen to and understand the main points of regular situations.

2. Produce simple texts on topics which are familiar or of personal interest and write personal letters describing experiences and impressions.

3. Describe experiences, events, dreams and ambitions and briefly give reasons and explanations for opinions and plans.

4. Converse on a range of familiar and everyday topics.

5. Summarise the salient points of texts relating to everyday themes.

French Language and Culture 3 is for students who wish to build on their spoken, written, reading and listening skills and general interaction in French and who wish to learn more about the social and cultural context of the language. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A2.2/B1.1

1. Listen to and understand the main points of regular situations.

2. Produce simple texts on topics which are familiar or of personal interest and write personal letters describing experiences and impressions.

3. Converse on a range of familiar and everyday topics; describe experiences, events, dreams and ambitions and briefly give reasons and explanations for opinions and plans.

4. Summarise the salient points of texts relating to everyday themes.

5. Outline various political, social and cultural aspects of France and francophone countries.

Spanish Language and Culture 3 is for students who wish to build on their spoken, written, reading and listening skills and general interaction in Spanish and who wish to learn more about the social and cultural context of the language. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A2/B1.

1. Listen to and understand the main points of regular situations.

2. Produce simple texts on topics which are familiar or of personal interest and write personal letters describing experiences and impressions.

3. Describe experiences, events, dreams and ambitions and briefly give reasons and explanations for opinions and plans.

4. Converse on a range of familiar and everyday topics.

5. Summarise the salient points of texts relating to everyday themes.

This module studies representations of Ireland in text, image and cartography during the early modern period. These representations, of a country and its peoples, are studied in different historical contexts from the Tudor period onwards. Students will develop a critical understanding of Irish identities as projections of different value systems.

1. Analyse artistic and literary representations of Irish people and settings in the early modern period.

2. Trace the historical evolution of representations and stereotyping in early modern Ireland.

3. Display a critical understanding of Irish identitywithin a context of wider relationships.

4. Identify and analyse relevant historical sources concerning Ireland, its land and/or people in the early modern period.

This objective of this module is to provide the student with a basic theoretical and practical understanding of spatial data management through the use of Geographical Information Systems.

Learning is supported through the use of demographic, environmental, historical and archaeological data at global, regional and local scales.

1. Demonstrate their understanding of the concepts that underpin Geographical Information Systems

2. Use GIS software to examine data sourced from historical, environmental and cultural sectors

3. Import, visualise, create, edit and query vector data

4. Create maps using established design principles

The first part of this module will provide students with a clear understanding of the history of antiquarian and archaeological thought and the development of the discipline of archaeology in its historical context, particularly in Ireland and Britain. The second part of the module shows why anthropology (the study of present day non-Western societies) is closely allied to archaeology (the study of societies in the past through material culture). Through focusing on such topics as ritual, houses, gender, political organisation and the material world, the variety between different cultures will be discussed, along with the ways in which anthropologists interpret them.

1. Trace the historical development of archaeology as a discipline

2. Comprehend the ways in which we interpret the past

3. Have gained an introduction to the variety of human social practices, and the implications of this for archaeologists.

4. Have learned how cross-cultural comparisons of ancient civilizations have led to insights regarding the emergence of cultural complexity, city life, social classes and other modern social phenomena.

This module covers contemporary theory in human geography and its application to global uneven development, geopolitics and global migration.

1. Discuss contemporary theory in human geography with reference toinequality, geopolitics and migration

2. Demonstrate critical understanding of the roots to and persistence of global inequality and uneven development

3. Discuss significant geopolitical events and how they shape the world

4. Evaluate patterns and impacts of global migration

The aim of this module is to provide students with a synthesis of European History in the twentieth century, focusing on changing ideologies and war and their impacts on society.

1. Assess the principal developments in European history in the twentieth century.
2. Discuss the role of theory and ideology in modern conflicts.
3. Evaluate topics such as nationalism, communism and fascism, as they impact upon historical experience.
4. Combine critical balance and factual accuracy in assessment of primary sources and secondary literature

This module examines the growth of new ideas in the arts from the mid-nineteenth into the twentieth century. These ideas will be examined in their original European contexts; there will also be a focus on the spread of these new influences into Ireland.

1. Articulate the core principles and practices that transformed the arts in the later nineteenth and twentieth centuries.

2. Applyart-historical terms to importantexamples of work in the visual arts.

3. Describe the arrival of new aesthetic influences in the work of Irish artistsduring the later nineteenth and twentieth centuries.

4. Analyse the local factors that affected the diffusion of new cultural ideas in twentieth-century Ireland.

Education for sustainability

The environmental management and sustainability module briefly explores current legislation and policy frameworks for managing our environment in Ireland. Emerging policies / trends and movements underway elsewhere are also critically examined with a view to potential adaptation or implementation in an Irish / European perspective. Current narratives around the suitability / unsuitability of metrics such as GDP, GNI, GPI, are discussed and alternatives are appraised. Alternative and emerging narratives around the SDGs which are critical of existing policies and practise regarding ODA and other sustainability issues and how these may reduce or accelerate environmental degradation particularly in the context of outdoor recreation are also considered. Engagement within the module utilises a place-based education (PBE) approach for engagement. How PBE this may foster and promote pro-environmental behaviours is examined. Cognisance of new and emerging National policy and strategy changes will be addressed due to the rapidly evolving nature of the field. The role of the proposed National Outdoor Recreation strategy will provide infinite possibilities for exploring sustainability and management issues for outdoor recreation.

1. Understand how outdoor recreation and adventure tourism fit into the strategic sectors for National Development, Outdoor Recreation andSustainable Development in Ireland

2. Conceptualise ecological sustainability as the basis of other aspects of sustainability

3. Know how to engage with the policy-makers, the planning system and the other main policy instruments that underpin environmental management as it relates to the outdoor and historical / heritage sectors.

4. Apply the skills of practical scientific enquiry to an environmental issue at local and regional level.

5. Evaluate International Environmental Policy, its relevance as a driving force for Irish Environmental Policy, and its effectiveness in
achieving sustainable environmental management.

6. Critically evaluate approaches to teaching environmental education.

7. Critique the main aspects of policy and practice for Outdoor Recreation and the implications for environmental management.

8. Evaluate the benefit and effectiveness of nature conservation and environmental protection in Irish Landscape Management.

9. Appreciate the moral dimensions to resource use and environmental degradation, and the influence of political ideology on
development models

10. Be able to inform debate on appropriate development and its significance and consequence for ecological and societal health

This module builds on the Year 3 Sustainable Tourism module. History and Geography students will explore and reflect on tangible and intangible heritage and the museum sector. Learners will explore the digital and non-digital methods by which heritage venues and museums seek to develop their audiences and provide inclusive visitor experiences.

The module reflects on the evolution of museums. Learners will be introduced to the Heritage Council's National Museum Standards for the care of collections. The module examines contemporary operational issues including visitor needs, education, interpretation and exhibition design.

Alongside sustainability, the module explores a range of management issues including authenticity, commodification, representation and funding.

1. Critically evaluate the domestic and international supply of tangible and intangible heritage and the macroenvironmental factors to which the sector must respond.

2. Recommend digital and non-digital strategies for developing sustainable audiences for cultural heritage sites and museums.

3. Critically evaluate key management challenges associated with heritage sites and museums.

4. Critically review the historical evolution of museums in Ireland and internationally.

5. Research and assess best practice in the care for collections, planning exhibitions and heritage interpretation

6. Debate the needs of contemporary museum visitors.

This is a supervised research assignment where the student identifies an original project and undertakes independent research leading to a dissertation of approximately 10,000 words.

1. Identify a field of data and devise a viable research framework for the investigation and analysis of that data.
2. Formulate, manage and conduct an original research project of suitable scope.
3. Articulate the content of a research project to a non-specialist audience and discuss the potential of this research for dissemination and practical application.
4. Exercise judgement in the study of data and sources relevant to the research, to formulate observations, theories and recommendations on the basis of that study.
5. Recognise the significance of new findings within prior frameworks of knowledge.