This module develops understanding of the historical, social and policy contexts in which the aims of education are defined and implemented. Student teachers develop a knowledge and understanding of the origins, development, nature and policies of the Irish education system, in particular as they relate to post-primary education. The module also advances understanding of curriculum and assessment theories, contemporary innovations, influences and issues, and supports student teachers in the application of curriculum and assessment design in a digital world. The module is intended to develop an awareness, understanding and empathy for sensitive issues that impact on curriculum and school life and their own professional development in line with Sustainable Development Goal 4.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate a thorough knowledge of key historical developments in Irish Education from 1800 to the present.

2. Analyse influences and policies and significant issues which have shaped the current Irish education system.

3. Investigate contemporary curriculum and assessment theories, innovations, influences, and issues.

4. Evaluate national and international curriculum and assessment research and practice.

5. Apply curriculum and assessment design principles and qualities taking cognisance of contemporary developments in technology.

This module builds on the knowledge, skills and competences gained by student teachers in stage 1 subject specific pedagogics. During B.Ed. 2 subject specific pedagogics, student teachers will be facilitated in understanding the transition from junior to senior cycle H.E./Biology/Gaeilge/R.E. as well as its impact on pupils. In so doing, student teachers will explore the junior and senior cycles syllabi, curricula, teacher guidelines, textbooks and resources. Student teachers will develop their knowledge of face-to-face and online teaching, learning, and assessment strategies by engaging with a range of inclusive, pupil-centred approaches in line with Sustainable Development Goal 4. Student teachers will also deepen their knowledge of positive classroom management strategies (CRM). Student teachers will apply their learning and develop their ability to engage in reflective practice by participating in H.E./Bi/Gae/R.E. microteaching programme II and B.Ed. 2 School Placement.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Understand the transition from junior to senior cycle H.E./Bi/Gae/R.E. and its impact on pupils.

2. Identify a range of inclusive, pupil-centred face-to-face and online teaching, learning and assessment activities, as well as suitable CRM strategies.

3. Explore a range of junior and senior cycle H.E./Biology/Gaeilge/R.E. syllabi, teacher guidelines, textbooks, and resources.

4. Apply their learning about junior cycle CBAs and senior cycle H.E./Biology/Gaeilge/R.E. topics by participating in H.E./Biology/Gaeilge/R.E. microteaching programme II.

5. Implement a range of teaching, learning, and assessment strategies when teaching H.E./Biology/Gaeilge/R.E. during their B.Ed. 2 School Placement experience.

6. Demonstrate the ability to engage in reflective practice, particularly in relation to their microteaching and School Placement experiences

This module builds on general pedagogics in first year by continuing to progress students' ability to engage in professionally relevant critical thinking and reflective practice and the development of their attitudes, values, knowledge, understanding, competencies, personal and professional confidence and self-awareness with a particular focus on education for sustainable development in line with Sustainable Development Goal 4. Students will further examine the Junior Cycle Framework with a particular emphasis on assessment for learning in general. The module also introduces students to the senior cycle curriculum and the transition from junior cycle to senior cycle.

Differentiation will be a key construct throughout the module with emphasis on preparing students to understand what differentiation looks like in classroom practice both from a management and selection of evidence-based instructional strategies perspective to facilitate preparation for microteaching and school placement. This module will support and enable students to develop their competence in teaching and assessing literacy and numeracy in the context of diverse learners as they relate to curricula requirements and in regard to achieving Sustainable Development Goal 4.6. Current national curricula/specifications in the relevant sector, for example, Level 1, Level 2, Level 3, Level 4 (NCCA), and an awareness of curricula requirements in preceding and subsequent stages of learning will underpin literacy, numeracy and assessment content. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate a knowledge and understanding of literacy and numeracy, and an ability to conduct a systematic, holistic assessment of pupils strengths and concerns.

2. Reflect critically on the role of curricula in supporting literacy and numeracy.

3. Consider differentiation in the planning of lessons with a particular focus on application of educational research in the selection of differentiated, creative and innovative teaching and assessment strategies including technology applications to facilitate preparation for microteaching and school placement.

4. Discuss key skills development within the junior and senior cycle curricula to include national educational priorities.

5. Explain key theories of classroom management, the role of different models of teaching in supporting classroom management and to further develop their planning of classroom management plans.

6. Differentiation between descriptive and critical reflection and to appreciate the importance of individual and collaborative reflection.

Food Science and Nutrition in year two of the course is designed as a follow-on to the basic concepts introduced in Food Preparation and Culinary Skills, and Nutrition, Diet and Health in year one of the programme. The module affords participants the opportunity to understand the interdisciplinary nature of the subjects in food science and nutrition and their interaction with biochemistry, physiology and microbiology; as well as to appreciate how the structure and composition of foodstuffs influence diet and health of individuals and populations.

This module is designed to develop students' knowledge and understanding of food composition with specific reference to the macro-nutrient's proteins, lipids and carbohydrates, as well as selected micro-nutrients. A variety of theoretical and practical science laboratory-based sessions will allow students to develop an in-depth understanding of the chemistry of each and of carbohydrate metabolism. Practical food preparation sessions will enable students to appreciate how these components influence changes occurring in foodstuffs during preparation, cooking and storage. Practical sessions are structured in a manner which will afford students the opportunity to apply theory to practice and to develop knowledge, skills and attitudes required for the teaching of food science and nutrition in the classroom setting.

1. Apply the scientific method of investigation in different contexts.

2. Perform a variety of experimental procedures pertinent to food science utilising appropriate scientific process skills.

3. Develop and apply skills of problem solving.

4. Be able to use and evaluate primary and secondary data sources to expand knowledge and understanding of the subject.

5. Explain the molecular structures and properties of each of the major classes of biomolecules and selected micro-nutrients.

6. Outline the metabolic pathways associated with carbohydrate catabolism.

7. Explain the functional properties of proteins, fats and carbohydrates in foodstuffs and the role of dietary fats, proteins, carbohydrates, minerals and vitamins and evaluate the role of these in the maintenance of good health.

8. Consider how functional properties impact on the sensory attributes of foodstuffs during practical food preparation, storage and consumption, and critique how these principles may be applied in theory and practice in the teaching of home economics in the school setting.

9. Demonstrate higher order skills and strategies for reading comprehension, written and oral communication in the area of food science and nutrition.

10. Demonstrate an ability to accurately apply mathematical concepts required for food science and nutrition in practice.

11. Utilise various Educational Technology tools to further enhance their knowledge and skills and to improve their quality of teaching and learning.

12. Evaluate, organise and synthesise information using Educational Technology.

This module will focus on developing skills of discernment, critical judgement, pragmatic problem solving and reflection as issues pertaining to everyday life and household management are discussed, critiqued and evaluated. Through the integration of theory with practice students will gain an understanding of consumer behaviour, technological change and sustainability evaluating the impact of these on how an individual / family manage resources at household level.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Debate the impact of technological change, sustainability and societal factors on the management of household resources by individuals and families

2. Appreciate the challenges facing families in modern, consumer orientated society

3. Examine systems thinking and sustainable and responsible living as core elements of Home Economics philosophy

4. Demonstrate proficiency in practical skills while engaging in critical analysis of equipment/materials for household task performance

This module will build on the B.Ed. 1 School Placement experience. It continues to progress in student teachers an ability to engage in critical thinking and develop reflective and reflexive skills. It affords student teachers an opportunity to apply their developing knowledge and competencies in relation to teaching, learning and assessment in a variety of mainstream post-primary schools over a 6-week School Placement block.

1. Further develop an understanding of the continuum of teacher education, incorporating the teacher as professional, reflective practitioner, researcher and life-long learner.

2. Demonstrate the ability to communicate and collaborate collegially and professionally with Treora, school management, relevant staff, parents and HEI tutors throughout School Placement, seeking, accepting, and acting upon constructive advice.

3. Demonstrate the ability to uphold the reputation, core values, professional commitments and standing of the teaching professional through their practice.

4. Advance their skills, attitudes and competencies of teaching in Home Economics and Science-Biology/Gaeilge/ Religious Education primarily at Junior Cycle level.

5. Undertake planning for teaching and learning and assessment incorporating their agile responses to pupils needs, which is informed by knowledge of pupils individual potential, dispositions towards learning, diverse backgrounds, identities, interests, experiences and ways of learning.

6. Design and effectively use a variety of teaching methods, curriculum resources and technologies to aid pupil learning.

7. Create and maintain a safe, caring interactive learning environment using strategies that promote and maintain positive behaviour, mutual respect, trust and meaningful relationships with pupils in accordance with school policy.

8. Link critical perspectives and theories in education to their own developing practice and learning.

9. Engage in critical reflection to enhance learning and teaching practices.

10. Identify, plan and document specific learning goals and related actions for B. Ed.3 School Placement in consultation through the Taisce.

This module explores evolving family needs through the concept of the lifetime home and focuses on the importance of design in the interior spaces and interior textile products. Students are enabled to develop technical and creative skills in the design and construction of interior spaces and interior textile products. The performance, properties, construction and care of materials in the home are assessed and evaluated.

1. Assess the role of Home Economics in enhancing quality of life for individuals and families by addressing the changing needs of families, children, elderly and individuals with special requirements in relation to the design of the family home to include aesthetic, ergonomic, economic, technological, safety, environmental and cultural considerations

2. Apply chosen considerations to the design of a specific room and an interior textile product for a particular individual/group

3. Develop design ideas based on visual sources, literature, primary and market research and utilise skills in presentation, architectural scale drawing, pattern adaptation and computer aided design to communicate design ideas appropriately with cognisance to the principles and elements of design

4. Demonstrate technical knowledge and proficiency in the design of interior spaces, constructed textiles, textile crafts and in the design and construction of an interior textile product

5. Investigate the characteristic properties, sustainability, technical and creative possibilities of a diverse range of materials and textiles for use in the home

6. Discover the physical and chemical structures of the major fibre types and apply relevant knowledge and understanding to the selection of appropriate fabrics for an interior textile product or household furnishings based on the fibres physical and chemical characteristics

7. Appraise the creative and technical possibilities of a diverse range of yarns, textiles and other natural, synthetic and re-cycled materials employed in textile product and home design

8. Demonstrate competency in the application of relevant practical studio skills and laboratory processes across the module including creative, construction, analytical and testing skills and health and safety procedures applying the Scientific Method to investigative work, interpret and analyse results, discuss, evaluate and draw conclusions

9. Synthesise information from a variety of sources to apply the design process to meet a given design brief, synthesise information, solve problems and demonstrate reasoned, reflective judgement

This module will enable students to critically engage with historical and contemporary philosophical perspectives of home economics to deepen their understanding of home economics as a discipline and as a field of practice. Students will formulate their motivating vision of home economics in order to inform their own professional practice.

1. Trace and analyse the evolution of the philosophical underpinnings of home economics from its foundation to the present day

2. Evaluate philosophical readings which have shaped the philosophy of home economics

3. Critically evaluate philosophical debates on the nature and purpose of home economics

4. Analyse how philosophical underpinnings impacts on the body of knowledge of home economics

5. Articulate and defend their own philosophy of home economics for professional practice

This module will enable students to advance their textiles, fashion and design skills to design and make a top/shirt and accessory to suit their own specific requirements following a selected theme and employing commercial patterns in a project-based learning environment. The module is underpinned by historical and contextual studies in design including the following themes: historical development of fashion, history of architecture and interior design, psychology of clothing, body adornment, fashion marketing and sustainability. The module will equip students with the necessary knowledge and skills to teach Textiles, Fashion and Design and Resource Management in Junior Cycle and Leaving Certificate Home Economics curricula and more widely.

1. Explore historical and contextual studies in design on an underpinning basis for future understanding and for future teaching of textiles, fashion and design modules

2. Appraise the sustainability of textile, fashion and design industries assessing related consumer issues and potential solutions.

3. Collect, combine and customise a range of fabrics for use in the construction of a sustainable garment

4. Create and present a themed design for a top/shirt and accessory utilising the design process and applying the principles and elements of design

5. Demonstrate proficiency in literacy, numeracy and spatial awareness in utilising a selected commercial pattern adapted for style and fit

6. Display technical proficiency, creativity and intra-personal awareness in the construction and finishing of top / shirt to a high standard of finish employing a range of fashion sewing skills and textile style detailing techniques

7. Combine creativity and technical skill in the construction of fashion accessories /non-precious jewellery to accompany the top / shirt

8. Demonstrate competency in the application of relevant practical studio and laboratory skills, processes and health and safety procedures

Health and wellbeing are fundamental expressions of who we are. They influence and determine many aspects of our lives, how we see ourselves and our relationships. The practical application of theoretical perspectives in this module will begin with the health and wellbeing of the individual as a starting point for the health and wellbeing of families and society.

1. Critique the role of Home Economics in relation to health and wellbeing

2. Explore the connection between social and affective education and learning

3. Engage with health and wellbeing tools and strategies used in promotion of wellbeing

4. Discuss the experience of ill-being as part of the continuum of wellbeing

5. Critique current literature on health and wellbeing

6. Evaluate theoretical perspectives regarding the wellbeing of individuals, families, and society

This module deepens student teachers' understanding of psychological and sociological concepts and theories, which are essential to their development as critical and inclusive educators. A selection of sociological concepts and theorists are introduced and deconstructed, encouraging student teachers to engage in critique of teaching practices at a micro level, including their own practices as future teachers in the formation of their teacher identity. They are supported to evaluate the extent to which these concepts can be applied, as a means of critiquing, at a mezzo level, selective policies, practices and structures in the context of the school and the Irish Education system. This module also expands on psychological theories, concepts and research introduced in year one, with increasing focus on developing an in-depth understanding of the pupil and learning including; the holistic development of the pupil, emotions and well-being.

1. Describe, explain and discuss their understanding of selected sociological concepts and associated terminology with a view to challenging pre-existing perceptions of societal norms and practices.

2. Critique and apply these sociological concepts at a micro level, to teachers pedagogical practic

3. Discuss and evaluate the extent to which these concepts can be applied, as a means of critiquing, at a mezzo level, selective policies, practices and structures in the context of the school and the Irish Educational System.

4. Explore and evaluate psychological concepts, theories and research on development, emotions and well-being.

5. Critically analyse key psychological theories and research on pupils behaviour and learning.

6. Apply contemporary psychological concepts, theories and research to their teaching and learning practices.

The Educational Research Methods module introduces student teachers to the research process, uncovering the role of research in informing both educational theory and practice as well as emphasising the relationship between research, theory and practice. Key concepts of teacher as researcher and practice-based research will be introduced. The module will develop student teachers' analytical, conceptual, methodological and practical skills central to conducting educational research. This will be achieved through the provision of an overview of the research process, designing research questions and developing student teachers' understanding of data collection methods.

1. Articulate an understanding of the importance of research in educational contexts.

2. Select and critically evaluate theory and literature in a chosen educational field of research.

3. Demonstrate their ability to complete a critical literature review of a chosen educational field of research.

4. Critically examine the major philosophical, methodological and ethical considerations pertinent to educational research.

5. Design and justify an educational research study.

This module will equip students with an understanding of microorganisms and the microbiological principles of food safety, food preservation and food processing. Factors influencing the spoilage and contamination of food will be examined, and how these factors may be controlled as well as applied in food preservation. Knowledge and skills acquired through scientific laboratory work will be applied to food preservation practices in practical food laboratory sessions, where frozen, fermented, and preserved foods will be prepared and analysed, and applications to teaching, learning and assessment in the Home Economics classroom will be considered.

1. Discuss the factors concerned with the growth, survival and death of different types of microorganisms

2. Examine the role of microorganisms in food production, food spoilage and food poisoning

3. Describe the rationale and general methods of food preservation including the use of temperature control, acid, salt and pH as preserving agents and apply this knowledge in the preparation of foodstuffs

4. Examine the principle and practice of freezing as a method of preservation and apply this principle to practical skill-based food production in the food laboratory

5. Outline the principle of lactic acid fermentation, and apply the chemistry of cheese making and yoghurt making to practical skill-based food production in the food laboratory setting

6. Apply opportunities to enhance their own numeracy and recognise opportunities within the subject content to facilitate numeracy development among their learners

This module builds on resource management and consumer issues introduced at Stage 1 and 2 and affords students the opportunity to develop and appreciate the necessity for consumer responsibility, critical awareness and consumer discernment. This module develops the students' understanding of the ecological systems approach and enables them to apply this theoretical framework to resource management in the family home and wider environment. Students will be afforded the opportunity to debate and critique a range of issues related to sustainable and responsible personal consumption practices and appraise the role of Home Economics in promoting global citizenship education/education for sustainable development/education for sustainable lifestyles.

1. Critically appraise the theoretical concept and framework relating to the ecological systems approach critiquing its application to Home Economics

2. Assess the role of Home Economics in promoting sustainable lifestyles and responsible and sustainable personal consumption

3. Examine the impact of technological, environmental and societal changes on how individual and the family consume and manage resources in a consumer orientated society

4. Appraise the ecological impact of choice and consumption of products and services for the family home

5. Evaluate the various models for understanding consumer behaviour and assess the benefits of a particular approach for best practice in Home Economics

6. Assess the complex nature of consumer behaviour and the role of the Home Economist in promoting best practice

This module is designed to develop the student's ability to critically evaluate foods from a nutritional and sensory perspective. The module will examine the role of diet in relation to health and disease as well as exploring key concepts in sensory analysis of food. Theoretical perspectives presented will be applied in practical Food Studies Laboratory Sessions where the interplay between nutritional and sensory aspects of foods and diets will be examined, and applications for second-level classroom teaching will be considered.

1. Critically reflect on the role of diet in the aetiology of chronic diseases in both developed and developing countries

2. Outline the rationale for current dietary recommendations

3. Plan, prepare, present and evaluate meals for individuals with special dietary requirements on an allocated budget, applying principles of nutritional and sensory evaluation and consider strategies for the teaching of these topics as part of the junior and senior cycle syllabi

4. Explore the function of each of the human senses in analysing food

5. Differentiate between Descriptive, Discrimination and Affective sensory analysis test types and methods and outline applications of each

6. Demonstrate an ability to accurately apply mathematical concepts required for undertaking nutrition planning, nutritional analysis and sensory analysis in practice

This module is comprised of both general and subject specific pedagogics where the general pedagogics content provides foundational theory for integration into subject specific contexts; all of which prepares students for school placement in a variety of educational settings. A key focus in general pedagogics is to develop students understanding of key theories of learning for application of same into the relevant subject areas. Evidence-based teaching strategies will form a large part of this module with consideration for preparing students to teach at senior cycle. It simultaneously provides students an opportunity to apply their knowledge and competency in relation to adaptive and innovative teaching and learning in a variety of educational settings, as they engage in advanced study of inclusive teaching and learning in line with Sustainable Development Goal 4. It focuses on the integration and application of knowledge in relation to planning, teaching, learning and assessment skills in complex and unpredictable educational classroom settings, with a view to advancing students' awareness of their pedagogical content knowledge development. It challenges the student to extend their academic, adaptive, reflective, reflexive and research skills, by critically and creatively reviewing, teaching and engaging with relevant curricula, policy documents and guidelines, as well as focusing on their mastery of subject knowledge relevant to the educational setting in order to ensure meaningful engagement and participation of all pupils.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Critically examine senior cycle HE/Bi/Gae/RE programmes, planning guidelines and curriculum innovations, paradigms for education; and teaching in alternative education settings.

2. Develop skills of planning effective schemes of work, units of learning with an emphasis on senior cycle pupils, and alternative settings, and with cognisance of differentiating to maximise learning for all pupils.

3. Identify a range of inclusive, student-centered teaching, learning and assessment activities, including digital applications and online activities, for senior cycle pupils, as well as suitable CRM strategies which will be employed during their B.Ed. 3 School Placement experience.

4. Demonstrate adaptive expertise and progression in the application of theory to practice, specific to their subject areas (e.g. scientific literacy; socio-scientific issues; the teaching of controversial issues in home economics, biology and religious education; teaching grammar; task-based language teaching) in skills workshops and SP in a variety of educational settings.

5. Review models of reflective and reflexive practice and apply to their own practice in both the HEI and school contexts.

This module builds on the B.Ed. 2 School Placement and affords student teachers an opportunity to progress their developing knowledge, understanding and competencies in relation to teaching, learning and assessment. The module challenges student teachers' attitudes to inclusive education in a variety of educational contexts over a 6-week SP block. It enables the student teacher to progress their personal and professional confidence in terms of their self-awareness, identity, and adaptive and creative expertise.

1. Demonstrate the ability to communicate and collaborate collegially and professionally with Treora, school management, relevant staff, parents and HEI tutors throughout School Placement, in planning, teaching and assessment for the inclusion of all pupils.

2. Reflect on and uphold the values and professional commitments which are set out in the Code of Professional Conduct for Teachers.

3. Undertake planning for teaching, learning and assessment incorporating their agile responses to pupils needs, which is informed by knowledge of pupils individual potential, dispositions towards learning, diverse backgrounds, identities, interests, experiences, holistic needs and ways of learning in a mainstream post-primary/alternative setting.

4. Develop and use effectively a variety of creative teaching methods, curriculum resources and information and communications technology, to aid learning and entreprise and foster a love of learning in pupils.

5. Link critical perspectives and theories in education to their own developing practice as a teacher, teacher-researcher and life-long learner.

6. Create and maintain a safe, caring interactive learning environment using strategies that promote and maintain positive behaviour, mutual respect, trust and meaningful relationships with pupils in accordance with school policy.

7. Engage in critical reflection, drawing on models of reflective practice, in collaboration with Treora/Treoraithe to enhance their developing practice as a teacher.

8. Critique the continuum of teacher education, recognising the stage of professional development that they have reached on this life-long learning journey.

9. Review targets set out for SP 3 and devise new specific learning goals and related actions for B.Ed. 4 school placement through the Taisce.

The module enables student teachers to expand their perspective of the educational landscape by analysing and evaluating both the roots of, and contemporary manifestations of, national and international educational practices. Drawing on a broad range of philosophical and sociological theories, this module supports students' critique of how their role and practices as future teachers, the role of education, and the explicit and implicit undertones that exist within the educational community, can support, perpetuate or challenge societal structures, practices and policies as underpinned in Sustainable Development Goal 4.

1. Evaluate core concepts in the Western philosophy of education tradition.

2. Critically assess the potential of the philosophy of education to inform current national and international educational practice.

3. Reflect upon the relevance of core philosophical themes for their own development as educators.

4. Appraise relevant national and international academic literature and policy documentation which highlights the inter-related nature of society – economic, cultural, social and political – as well as the extent to which these policies and practices encompass inclusive principles.

5. Critique key sociological perspectives including the concepts of othering, teacher agency, professionalism, development, intercultural education and global citizenship education with a view to examining how these underpin teaching practices, support the development of teacher identity and unpack the complexities of schools as organisations.

6. Justify their professional stance and that of the various stakeholders in Irish education, cognisant of the legal and moral landscape of the Irish teaching profession, with a view to maximising pupils inclusion and their learning opportunities in Irish post-primary schools.

This module will provide an in-depth overview of the role of food and nutrient intakes throughout all stages of the lifecycle, including health and disease. It will develop students' knowledge base of contemporary issues pertaining to key areas of nutrition, diet and health. Barriers and facilitators of dietary and nutrition recommendations will be critiqued throughout the module. The module will afford students the opportunity to apply nutrition concepts in a laboratory setting and critique how this knowledge can be contextualised for the senior cycle Home Economics classroom setting.

1. Appreciate the rationale for current dietary recommendations and nutritional requirements for each stage of the life cycle

2. Discuss the importance of diet in maintaining health and the impact of diet on the aetiology of major diet-related diseases

3. Assess the school as a setting for food and nutrition education and consider the impact of curriculum policy on practice in this area

4. Apply key nutrient and lifestyle recommendations related to Home Economics post-primary curriculum assessment

5. Critique fad diets from a nutrition and health perspective

Everyday life in families and households is an important quadrant in Home Economics practice. This Stage 4 module will facilitate the exploration and critique of a variety of micro level daily practices related to Home Economics, across the three core areas of Family Resource Management, Textiles, Fashion and Design, and Food Studies, with cognisance to macro level global influences and patterns and the UN Sustainable Development Goals. Students will gain an in-depth knowledge and understanding of the selection and management of household resources that is socially, economically and ecologically effective and supports optimal, healthy and sustainable living for individuals, households, families and society.

1. Assess the multiplicity of factors and conceptual approaches which impact on everyday routines, practices and choices of individuals and families

2. Examine the impact of global technological, environmental and societal changes on individual and family practices related to food and diet; home design; clothing and textiles selection and care and the management of everyday household resources, with specific reference to the UN Sustainable Development Goals

3. Critically analyse the concepts and literature associated with core module themes such as globalisation, sustainability and efficiency of food, housing, clothing and textiles provision, and related everyday household practices such as heating, cooking, laundry, lighting and waste management

4. Critically examine core global, ethical and cultural issues in relation to the production and consumption of food, clothing and textiles, housing and household energy provision

5. Demonstrate logical thinking and reasoning whilst engaging in ongoing critical reflection on any of the above themes to further develop a personal philosophy of Home Economics and competently articulate and defend their position

This module aims to provide students with a greater knowledge of current trends and practices in food production through investigative and experimental research. The principles of recipe formulation and modification underpin the approach to practical food preparation in the Home Economics specification/syllabus at both junior and senior cycle, and these principles are key to theory and practice in this module. Theoretical perspectives of food product development will be applied in practical food laboratory sessions. In this setting, interplay between nutritional and sensory aspects of food product development will be examined by students as they undertake the formulation or redevelopment of a food product. The module comprises aspects of food science, current nutrition trends, sensory analysis and product development which are integrated in a manner which promotes two widely utilised problem-based learning philosophies namely the critical – science based approach and reflective practice.

1. Outline trends, insights and influences driving the development of new food products

2. Critique the fundamental role of nutrition in new food product development and use nutritional analysis software in designing a nutritious food product

3. Creatively apply the principles of the new food product development process to the production of a food product with a health focus

4. Demonstrate an understanding of how to overcome technical constraints in the formulation/reformulation of food products

5. Apply current legislative requirements to the nutritional labelling of a food product

This module will provide students with the unique opportunity to become involved in developing a positive self-image and a high degree of self-worth. The premise of the module is the idea that the more sensitive, reflective, and aware students become within their own lives, the more sensitive, reflective and aware they will become as teachers. Throughout the module, there will be opportunities for reflection and personal development; a key aspect of this module will involve participants working on their own personal development through sharing feelings, ideas and personal experiences. The importance of creating an environment of respect and fairness within their own lives and within the classroom will be explored. This module will greatly enhance the teaching of both SPHE and Home Economics.

1. Investigate how physical, mental and emotional well-being impacts on overall health

2. Engage in methods which lead to greater self-esteem and self-confidence

3. Demonstrate the importance of respect, sensitivity, kindness, empathy, caring and encouragement within students’ own lives and as part of their teaching

4. Facilitate planning SPHE at programme, module and lesson level

5. Debate the importance of SPHE within the Whole School

6. Evaluate the health promoting school

This Textile, Fashion and Design module aims to equip students with highly developed creative and technical skills, which will enable them to design and construct original ensembles. Students will develop a wide range of sewing skills, fabric construction, embellishment and manipulation processes in a project-based learning environment. This approach encourages students to become confident, spontaneous and intuitive in the use of sewing, fabric manipulation and embellishment techniques, while experiencing the enjoyment and satisfaction of creating their own distinctive and unique garments. The processes learned are underpinned with documented relevant research and reflection, encouraging the growth of positive personal attributes.

1. Develop visual literacy and spatial ability in design drawing and presentation skills, including relevant ICT skills, for self-selected ensembles with reference to design sources and theme

2. Experiment with a range of materials, ideas and processes demonstrating an understanding of the properties and characteristics of the selected materials in the fabrication of a garment

3. Apply the principles and elements of design to the choice of fabrics, styles, and colours for the chosen theme which will be presented in the form of a storyboard

4. Develop mathematical and problem-solving skills while using and adapting commercial paper patterns

5. Construct an original garment to suit a chosen client to a marketable standard of finish

6. Critically evaluate the process of design development and the finished project discussing difficulties encountered, reflecting on learning/feedback and articulating possible solutions

This module facilitates students to develop creative and critical thinking, self-expression and a capacity for independent study through an integrated programme of theoretical and practical based learning. Students will work to a self-selected design brief drawing together complex design issues while applying their knowledge to the critical evaluation of existing interiors and the exploration of alternative innovative solutions. Students will produce design drawings, mood boards & sample boards to develop and communicate concepts. Students will explore the principles and practice of Interior Design in the home to provide a basis for future life, teaching and course development in relation to Home Economics programmes. Upon completion of this module, students will have developed confidence in formulating and presenting effective design solutions for domestic interior planning.

1. Critically evaluate an existing interior design scheme of choice in relation to a self-developed brief

2. Develop a concept for the domestic project redesign with cognisance to economic, structural and spatial constraints and the specific requirements of the identified occupants

3. Create a mood board to represent the design concept as developed

4. Design detailed scaled design drawings in plan and elevation to represent redeveloped conceptualised scheme and experience an introduction to basic model making

5. Present professional sample boards specifying fixtures and fittings to accompany design drawings

6. Competitively cost one main element of the scheme

7. Critically evaluate the overall realisation of the final scheme with reference to the evaluation template and the specific requirements of the identified occupants and the redesign brief as developed

Mindfulness is the inherent capacity of the mind to become aware of the present moment. It involves the observation of each event experienced without judgement or analysis. This module is designed to develop students understanding of the capacity of mindfulness to improve wellbeing. This module will focus on the importance of integrating resilience and mindfulness into a variety of settings. It will examine how the learners can develop, in themselves and others, the fundamental capacity to operate with resilience in an environment that is constantly changing empowering them to access their own inner resources in order to effectively cope.

1. Develop and cultivate a range of healthy responses to stressful life situations

2. Foster the skills and abilities necessary to build resilience in self and others

3. Engage with strategies designed to help the individual become more resilient and mindful

4. Critically analyse research on mindfulness and resilience in relevant settings

5. Apply the principles and practices of mindfulness and resilience to life experience

6. Explore the characteristics of the mindful and resilient leader

This module builds on the previous School Placement modules and places an emphasis on the teacher as researcher, reflective practitioner and life-long learner. The module focuses on student teachers' mastery of subject knowledge and competencies in relation to inclusive teaching, learning and assessment in a variety of mainstream post-primary schools over a 10-week block. During this placement student teachers will engage in research into their own practice to refine and advance their own pedagogical and reflective practices, demonstrating the connection between theory and practice as well as between the sites of practice (HEI and School).

1. Critique the continuum of teacher education, recognising the stage of professional development that they have reached as a beginning teacher on this life-long learning journey

2. Convey their passion for teaching, upholding the values and professional commitments which are set out in the Code of Professional Conduct for Teachers.

3. Demonstrate the ability to communicate and collaborate collegially and professionally with Treora, school management, relevant staff (including Special Education Teachers and Special Needs Assistants), parents, external agencies, and HEI tutors throughout School Placement, in planning, teaching and assessment for the inclusion of all pupils.

4. Undertake planning for creative teaching, learning and assessment incorporating their agile responses to pupils needs, which is informed by knowledge of pupils individual potential, dispositions towards learning, diverse backgrounds, identities, interests, experiences, holistic needs and ways of learning in the post-primary school.

5. Develop and use effectively a variety of innovative teaching, learning and assessment methods, curriculum resources and information and communications technology, to aid inclusive learning, love of learning in pupils, foster pupils communication and decision making skills, so as to achieve a more independent and enterprising approach to learning and to life.

6. Conduct a research study into their own practice that addresses the learning needs of pupils or needs of the SP school or HEI – based research elements of the programme.

7. Produce a critical and logical interpretation of their research in the form of a Research Project.

8. Create and maintain a safe, caring interactive learning environment using strategies that promote and maintain positive behaviour, mutual respect, trust and meaningful relationships with pupils in accordance with school policy.

9. Engage in critical reflection, drawing on models of reflective practice, and progress their Taisce in collaboration with Treora/Treoraithe and HEI staff to enhance their developing practice as a beginning teacher.

10. Review targets set out for SP 4 and devise new specific learning goals and related actions for Droichead through consultation with Treora/Treoraithe and HEI staff.

This module requires students to critique their own values and beliefs in relation to social issues. Emphasis will be placed on the Home Economist as a social advocate. It will use a systemic approach to highlight the interconnectedness of individuals, families and communities.

1. Critique social policies pertaining to individuals, families and communities nationally and internationally

2. Analyse social issues facing individuals, families and communities in Ireland today

3. Evaluate a range of interventions targeted at supporting individuals, families and communities

4. Apply appropriate sociological theories to different social issues

5. Critically evaluate the concepts of advocacy and empowerment as they apply to Home Economics practice

6. Evaluate the connectedness between professional identity as a Home Economist and the necessity for a strong philosophical practice

The dissertation module enables students to enhance their understanding of a selected area of research within Home Economics or Home Economics Education. Students undertake an original price of research in that area and contribute to the development of Home Economics subject knowledge and/ pedagogy in the field. The dissertation module includes a taught component which establishes a range of research and data analysis techniques which are frequently employed in educational research enabling students to develop a systematic and critical approach to research through the planning, undertaking and presentation of a dissertation involving the application of relevant data research techniques. The module is a key mechanism through which the teacher as researcher, a reflective practitioner and lifelong learner are advanced. Skills of independent learning, critical thinking, problem solving, analysis, assimilation and presentation of data are fully developed.

1. Critically investigate and reflect on a chosen area of research in Home Economics or Home Economics Education through the formulation of a specific research question

2. Critically evaluate and reflect on literature, new concepts and evidence from a range of data sources

3. Demonstrate depth of understanding of key research methods of investigation employing a range of research methods and tools

4. Justify the selection of appropriate research methodology given due consideration to ethical guidelines and use selected tools to yield high quality evidence

5. Devise and undertake empirical research using qualitative and / or quantitative techniques to source and critique relevant data from primary and / or secondary sources where appropriate

6. Utilise both descriptive and inferential statistics in Home Economics research where applicable

7. Synthesise and critically evaluate data and information collected in the appropriate manner utilising relevant tools available

8. Demonstrate a high degree of knowledge, understanding, argument and reflection within a specific chosen area of Home Economics or Home Economics Education