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.

Sa chéad chuid den mhodúl seo, breathnófar ar athbheochan agus athnuachan na teanga sa naoú haois déag agus pléifear ról agus tábhacht phearsana, eagraíochtaí agus chumann i saol na Gaeilge in aimsir na hAthbheochana. Déanfar staidéar ar théacsanna éagsúla na tréimhse Athbheochana agus déanfar iniúchadh ar thábhacht na dtéacsanna sin i gcultúr, i bhfealsúnacht agus i bpobal na Gaeilge. Sa dara cuid den mhodúl pléifear stair, cúlra agus forbairt na meán clóite sa Ghaeilge. Tabharfar spléachadh ginearálta ar nuachtáin luatha na Gaeilge agus déanfar plé agus anailís ar shleachta ó dhírbheathaisnéisí roghnaithe agus téacsanna roghnaithe eile ón tréimhse.

1. Tuiscint a liri ar na gnithe a chuir le hAthbheochan na teanga, ar rl phearsana agus eagraochta agus cumainn agsla

2. Anails a dhanamh ar an tionchar a dimir gluaiseacht na hAthbheochana ar chrsa polaitila agus sisialta na tre agus an liri a dhantar ar sin sa litrocht

3. Lamh agus anails a dhanamh ar thacsanna dlse na hAthbheochana, ar shleachta drbheathaisnis agus prs cruthaitheach eile

4. Cuntas a thabhairt ar stair agus ar fhorbairt na men clite sa Ghaeilge

5. Scileanna litearthachta agus uimhearthachta a fhorbairt agus a rl mar fhoghlaimeoir neamhsplecha a thuiscint

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.

Family needs are explored through the concept of the lifetime home with a focus on the importance of design in meeting the evolving needs of families; children, adolescents, the elderly and groups with specific requirements, as applied to the choice and design of interior spaces and interior textile products.

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

2. 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

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

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

5. Access 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

1. An tarma ‘baloideas’ a mhni agus measn a dhanamh ar an mbaloideas mar bhar acadil, mar aon le lirthuiscint a thaispeint ar fheidhm agus ar nsanna an bhaloidis m.sh. an traidisin bil, filire dchasach na bliana, cleachtais agus creidiint an phobail.

2. Taighde scolrtha a dhanamh i rimse an bhaloidis, idir obair chartlainne agus obair allamuigh.

3. Cuntas a bhreacadh ar rl na filochta bil i socha na hireann agus ar rian an traidisiin at le feiceil go fill i bpobail na Gaeilge/na Gaeltachta.

4. Scagadh a dhanamh ar shaothair mhrfhil an ama mar eiseamlir den traidisin bil.

5. Scileanna litearthachta agus uimhearthachta a fhorbairt agus a rl mar fhoghlaimeoir neamhsplecha a thuiscint.

Sa mhodúl seo, féachfar le tuilleadh forbartha a dhéanamh ar fhorás teanga an mhic léinn agus díreofar ar ghnéithe níos dúshlanaí den ghramadach agus den chumas teanga na mac léinn, idir labhairt agus scríobh. Féachfar freisin leis an bhfoghlaim neamhspleách a chur chun cinn. Táthar ag súil leis go mbeidh inniúlacht an mhic léinn ag teacht go ginearálta le hinniúlacht B1.2/B1+ de réir An Fráma Tagartha Comónta Eorpach do na Teangacha: Foghlaim, Teagasc agus Measúnú (Comhairle na hEorpa, 2001) agus an modúl curtha i gcrích go sásúil ag an mac léinn. Cuirfidh an modúl le cumas an mhic léinn cumarsáid éifeachtach a dhéanamh sa sprioctheanga i raon comhthéacsanna chomh maith le déileáil go solúbtha le fadhbanna sa saol laethúil, mar shampla déileáil le cásanna atá neamhchoitianta. Beidh aschur teanga na mac léinn níos fíorasaí agus níos sonraí ar ábhair an tsiollabais.

1. Comhr ar ghnthluas ar chrsa coitianta at bainteach le saol an mhic linn agus le gairm an mhinteora a thuiscint agus pirt ghnomhach a ghlacadh ann go rasnta cruinn

2. Cumarsid a dhanamh go lofa, go soilir agus go cruinn (idir scrobh agus labhairt), go hirithe agus pl dhanamh ar thopaic an tsiollabais ag baint side as rimse leathan str focal go muinneach

3. Cur sos a thuiscint ar bhair shainila i gcomhthacsanna agsla (suomhanna oideachais agus na mein san ireamh) a bhaineann le gnthdhualgais oibre agus oideachais n lena rimse suime fin

4. Feasacht a liri ar struchtir ghramada sa teanga agus sampla de na struchtir sin a aithint agus a thuiscint i dtacsanna roghnaithe

5. Rimse leathan cipis a scrobh go rasnta cruinn ar bhair a bhaineann lena rimse suime fin n le topaic an tsiollabais

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, wherein sensory analysis of fresh, fermented, and preserved foods will be considered, alongside applications to teaching, learning and assessment in the Home Economics classroom.

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

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

3. Apply HACCP principles to food preparation settings

4. Investigate traditional, natural and technological methods of food processing and preservation

5. Apply the underlying principles of techniques used in the preservation of various types of foodstuffs, including the use of acid, salt, atmosphere and temperature control

6. Evaluate changes to the sensory properties of food arising from various methods of preservation

This module enables students to explore fashion design and clothing construction, with cognisance to national and global trends and sustainable and responsible practices. It prepares students for teaching Textiles, Fashion & Design aspects of junior and senior cycle post-primary Home Economics curricula in a variety of settings.

1. Create a design for a sustainable garment utilising the design process and applying the principles and elements of design

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

3. Demonstrate proficiency in literacy, numeracy and spatial awareness in utilising a commercial pattern and adapting for style and fit

4. Display technical proficiency, creativity and intra-personal awareness in the construction and finishing of the sustainable garment with textile style detailing

5. Demonstrate logical thinking, reasoning and reflection in the evaluation of content in all components of the module

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

Sa chéad chuid den mhodúl seo, pléifear forbairt na drámaíochta sa Ghaeilge agus féachfar le léargas a thabhairt ar ghearrdhrámaí roghnaithe. Sa dara cuid den mhodúl, díreofar ar fhobairt na scannánaíochta sa Ghaeilge agus faoi dheireadh an mhodúil seo, beidh scileanna critice cuí forbartha ag mic léinn le hanailís a dhéanamh ar an nGaeilge i ndrámaíocht agus i scannánaíocht na Gaeilge. Forbrófar scileanna cumarsáide na mac léinn trí chomhrá agus díospóireachtaí ranga maidir le príomhthéamaí, mothúcháin, coimhlintí agus pearsana na ndrámaí agus na scannán roghnaithe. Spreagfar an mac léinn le gearrdhrámaí Gaeilge a léamh agus le breathnú ar fhadscannáin agus ar ghearrscannáin Ghaeilge chun léiriú agus léirmheas criticiúil dhéanamh ar théacsanna agus ar fhíseáin.

1. Drma roghnaithe 1880 go dt an am i lthair a lamh agus a mheas agus cuntas a scrobh ar chlra agus ar chomhthacs na ndrma

2. Lirmheas a dhanamh ar phromhthacsanna agus ar thacsanna tnaisteacha na drmaochta agus lamh agus anails a dhanamh ar scannin roghnaithe a lironn forbairt na senra sin sa Ghaeilge

3. Mionanails agus mionphl a dhanamh ar an drmaocht agus ar an scannnaocht sa Ghaeilge agus ar an bhfreastal a dhantar ar phobal na Gaeilge tr chile

4. Mionphl a dhanamh ar thama, ar chomhthacsanna agus ar theicnc fsein i bhfadscannin agus gearrscannin Ghaeilge, le gearrscannin churaclam na menscolaochta san ireamh

5. Scileanna litearthachta agus uimhearthachta a fhorbairt agus a rl mar fhoghlaimeoir neamhsplecha a thuiscint

Sa mhodúl seo, féachfar le tuilleadh forbartha a dhéanamh ar fhorás teanga an mhic léinn agus tógfar ar ghnéithe níos dúshlanaí den ghramadach agus de chumas teanga, idir labhairt agus scríobh. Cuirfear béim ar leith ar scileanna díospóireachta agus ar chuntais shoiléire a thabhairt/ar chur síos soiléir ar thuairimí agus leanacht leis an gcumarsáid trí mhínithe, argóintí agus barúlacha ábhartha a sholáthar. Táthar ag súil leis go mbeidh inniúlacht an mhic léinn ag druidim i dtreo inniúlacht B2.1/B2+ de réir An Fráma Tagartha Comónta Eorpach do na Teangacha: Foghlaim, Teagasc agus Measúnú (Comhairle na hEorpa, 2001) agus an modúl curtha i gcrích go sásúil ag an mac léinn. Cuirfidh an modúl le cumas an mhic léinn a bheith in ann tabhairt faoi dhioscúrsa sóisialta go muiníneach agus comhrá nádúrtha a dhéanamh, go líofa agus go héifeachtach, chomh maith le leibhéal nua feasachta teanga a bhaint amach ionas go mbeidh ar a gcumas botúin a cheartú agus monatóireacht a dhéanamh go comhfhiosach ar ar a gcuid cainte féin mar aon le caint/teanga a gcuid daltaí.

1. A bheith rannphirteach i bpl ar bith ar bhair, tuairim a mhni agus a chosaint ar bhealach sch lofa agus spontineach agus in ann idirghnomh le cainteoir dchais go ndrtha

2. Cruinneas rasnta agus muinn a liri i gcomhthacsanna agsla (idir labhairt agus scrobh) a bhaineann le hbhair shainila at i mbal an phobail, le gnthchrsa an tsaoil chomh maith le gairm an mhinteora

3. Neamhsplechas a liri maidir lena gcuid foghlama fin agus finmhachnamh a dhanamh ar an bpriseas foghlama pearsanta

4. Tacsanna a thuiscint ina gcuirtear sos ar fhadhbanna na linne agus ina gcuireann scrbhneoir dearcadh n tuairim ar leith in il chomh maith le tacsanna a bhaineann go dlth le hearnil an oideachais

5. Rimse leathan dbhar cruthaitheach agus acadil a scrobh ina lirtear tuiscint nos doimhne ar struchtr, ar rim, ar ghramadach agus ar shaibhreas na teanga le scileanna litearthachta a choth

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.

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

Tabharfar spléachadh ginearálta ar fhorbairt theangeolaíoch na Gaeilge agus staid reatha na teanga labhartha. Cuirfear na mic léinn ar an eolas faoi bheartas an Stáit maidir leis an teanga i gcomhlachtaí stáit, sa chóras oideachais agus sna meáin. Cuirfear béim ar na pobail éagsúla in Éirinn agus thar lear a labhraíonn an teanga agus a chleachtann an cultúr Gaelaigch. Sa dara cuid den mhodúl, déanfar measúnú ar theoiricí na sochtheangeolaíochta agus ar stádas na Gaeilge mar mhiontheanga Eorpach. Déanfar comparáid idir mionteangacha eile ar fud na cruinne agus stádas na Gaeilge mar theanga oifigiúil san Aontas Eorpach.

1. Clra teangeolaoch na Gaeilge a mhni

2. Cuntas a thabhairt ar na ceantair Ghaeltachta ina labhratear an teanga agus ar an bpleanil teanga a dhantar ar mhaithe leis na ceantair irithe seo

3. Anails a dhanamh ar rl na Gaeilge in irinn an lae inniu, mar aon le polasaithe rialtais i leith na Gaeilge agus stdas na Gaeilge mar theanga labhartha agus mar bhar scoile a phl

4. Pl a dhanamh ar chuid de theoiric na sochtheangeolaochta

5. Scileanna litearthachta agus uimhearthachta a fhorbairt agus a rl mar fhoghlaimeoir neamhsplecha a thuiscint

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

I gcuid a haon den mhodúl seo féachfar le hanailís a dhéanamh ar ról agus ar stádas an fhile i sochaí na hÉireann ón aimsir anallód i leith agus díreofar ar shaothar filíochta a scríobhadh idir 1350-1650. Déanfar anailís ar dhánta pearsanta agus ar dhánta grá. Sa chuid eile den mhodúl breathnófar ar an nuafhilíocht agus déanfar sainléamh ar mhórfhilí na Gaeilge ó thús na hAthbheochana ar aghaidh. Breathnófar ar ghlúin INNTI mar aon leis na filí comhaimseartha atá i mbun pinn le 30 bliain anuas. Faoi dheireadh an mhodúil seo, beidh scileanna critice cuí forbartha ag mic léinn chun dul i ngleic leis an bhfilíocht agus le hanailís a dhéanamh ar dhánta éagsúla ó mhórfhilí na Gaeilge.

1. Cuntas a bhreacadh ar rl an fhile i socha na hireann.

2. Imlne a thabhairt ar ghluaiseachta liteartha a chuaigh i bhfeidhm ar fhil na Nua-Ghaeilge Moiche agus cuntas cuimsitheach a thabhairt ar thrithe na filochta agus ar oiliint na bhfil 1350-1650.

3. Lamh agus anails a dhanamh ar thrir mhrfhil nua-aimseartha sa Ghaeilge agus pl a dhanamh ar thama agus ar mhnla na filochta nua-aimseartha.

4. Comhthacs stairiil an ama a nascadh le tama agus le gnithe fileata i saothar mhrfhil de chuid an traidisiin.

5. An litrocht thnaisteach chu a aimsi mar bhonn tacaochta don anails fhileata agus anails a dhanamh ar rimse tacsanna eiseamlireacha, agus scileanna litearthachta a fhorbairt agus a gcuid riachtanas pearsanta mar fhoghlaimeoir a aithint.

Díreofar sa chéad chuid den mhodúl seo ar fhorbairt an úrscéil sa Ghaeilge ó thús na hAthbheochana. Sa dara cuid, breathnófar ar úrscéalta comhaimseartha sa Ghaeilge agus déanfar léamh agus anailís ar thrí úrscéal. Faoi dheireadh an mhodúil seo, beidh scileanna critice cuí, an chritic fheimineach go háirithe, forbartha ag an mac léinn le hanailís a dhéanamh ar théacsanna agus ar chomhthéacs stairiúil agus sóisialta na dtéacsanna sin.

1. Tuiscint a liri ar fhorbairt litrocht na Gaeilge ths na hAthbheochana agus cuntas cuimsitheach a thabhairt ar fhorbairt an rscil sa Ghaeilge.

2. Lamh agus anails a dhanamh ar thr rscal chomhaimseartha sa Ghaeilge.

3. Litheoireacht thnaisteach a roghn a thacaonn leis an bprisas anailse thuasluaite.

4. Anails a dhanamh ar phlota/charachtar/thama na n-rscalta pheirspictocht na critice feimin.

5. Scileanna litearthachta a fhorbairt agus a gcuid riachtanas pearsanta mar fhoghlaimeoir neamhsplecha a aithint, chomh maith le hinnilacht i rim chriticiil teanga a fhorbairt agus a liri.

Sa mhodúl seo, féachfar le tuilleadh forbartha a dhéanamh ar fhorás teanga an mhic léinn agus tógfar ar ghnéithe níos dúshlanaí den ghramadach agus den chumas teanga, idir labhairt agus scríobh. Cuirfear béim ar leith ar scileanna díospóireachta agus ar chuntais shoiléire a thabhairt/ar chur síos soiléir ar thuairimí agus leanacht leis an gcumarsáid trí mhínithe, argóintí agus barúlacha ábhartha a sholáthar. Táthar ag súil leis go mbeidh inniúlacht an mhic léinn ag druidim i dtreo inniúlacht B2.1/B2+ de réir An Fráma Tagartha Comónta Eorpach do na Teangacha: Foghlaim, Teagasc agus Measúnú (Comhairle na hEorpa, 2001) agus an modúl curtha i gcrích go sásúil ag an mac léinn. Cuirfidh an modúl le cumas an mhic léinn a bheith in ann tabhairt faoi dhioscúrsa sóisialta go muiníneach agus comhrá nádúrtha a dhéanamh, go líofa agus go héifeachtach, chomh maith le leibhéal nua feasachta teanga a bhaint amach ionas go mbeidh ar a gcumas botúin a cheartú agus monatóireacht a dhéanamh go comhfhiosach ar ar a gcuid cainte féin mar aon le caint/teanga a gcuid foghlaimeoirí.

1. A bheith rannphirteach i gcumarsid (idir chaint agus scrobh) go muinneach agus a bheith in ann sid a bhaint as straitis chun athleagan citimh a sid le dul i ngleic le heasnaimh teanga.

2. Neamhsplechas a liri maidir lena gcuid foghlama fin agus finmhachnamh a dhanamh ar an bpriseas foghlama pearsanta.

3. Na cimeanna agsla a bhaineann le tascanna scrbhneoireachta a chur i gcrch a aithint agus a chleachtadh (pleanil, leas agus prof) le scrbhneoireacht chruinn (acadil agus chruthaitheach) a sholthar ar rimse leathan dbhair at bainteach le gnthshaol an mhinteora.

4. Tacsanna Nua-Ghaeilge a lamh agus saghsanna agsla litheoireachta a fhorbairt (sruthlamh, sraclamh, grinnlitheoireacht) chomh maith le bheith in ann eolas bhartha a aimsi i bhfoins tagartha cu.

5. Tacsanna ilmhenacha a thuiscint ina gcuirtear sos ar fhadhbanna na linne agus ina gcuireann scrbhneoir dearcadh n tuairim ar leith in il chomh maith le tacsanna a bhaineann go dlth le hearnil an oideachais.

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