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.

At the heart of Christianity is a crucified God. This module aims to explore the significance of this faith claim and trace the historical development of Christianity from the early church to the present day. Particular attention will be paid to the person of Jesus, early Christian writings, schisms and denominational histories. Attention will also be given to global Christianity and the relationship between Christianity and society.

1. Explain the development of the early Christian community within Judaism and the Roman Empire

2. Analyse the historical development of what has become known as the Christian Church from the Biblical period to the present day.

3. Evaluate the diversity of the religious milieux of the Greco-Roman world, particularly early Judaism.

4. Determine the importance of key periods in the development of Christianity.

5. Discuss critically the place of Christianity in a postmodern world.

6. Communicate effectively in oral and written modes in academic settings.

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 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

This module is intended to introduce students to a broad range of theoretical perspectives on the nature, purpose, and function of religious education. The module will allow students to engage with a variety of approaches to teaching and learning in religious education. In addition, students will explore the challenges faced by religious education today, paying particular attention to interculturalism and inclusion, as well as national and international approaches to the subject. In so doing, students will engage in independent analysis of contemporary literature on religious education. It is intended that, upon completion of this module, students will have begun to develop an understanding of themselves as post-primary teachers of religious education in a broad educational landscape.

1. Identify religious education as a distinctive subject.

2. Explore national and international guidelines for the teaching of religious education.

3. Evaluate contemporary national and international religious education syllabi and practices.

4. Examine the role of the religious educator.

5. Assess the extent to which the religious education classroom is a space like no other

6. Critique a broad range of theoretical perspectives on religious education and intercultural education.

How do we decide what is ethically right? This module aims to introduce students to ethical systems and their key historical proponents: Plato, Aristotle, Augustine, Aquinas, and Kant. Through contemporary debates and case studies, particular attention will be paid to the dynamics of ethical reflection, reasoning, action, and norms in both secular and religious perspective. The role of ethical systems in matters of personal and public concern will also be examined. A core component of this module will be to equip students with the critical thinking skills needed to both interrogate ethical challenges, and to teach this complex area effectively.

1. Recognise the complexity of the discipline of ethics.

2. Demonstrate a broad knowledge of various ethical systems and their philosophical foundations.

3. Apply a range of ethical theories to diverse ethical questions.

4. Discuss critically the dynamics of ethical reasoning and action.

5. Evaluate the relationship between ethics and religion.

6. Communicate effectively in oral and written modes in academic settings.

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.

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

This module will explore a wide variety of responses to, and interpretations of, Jesus, with a particular focus on the Christian tradition. Students will be introduced to a range of theological, philosophical and cultural interpretations of the person and mission of Jesus Christ. Students will also consider some examples of non-Christian interpretations of Jesus including, but not limited to, Muslim and Jewish accounts of Jesus. Students will examine a range of feminist perspectives of Jesus, and critically analyse the presentation of Jesus on screen, canvas and in literature.

1. Articulate the significance of Jesus for Christians.

2. Explain the Christological councils.

3. Interpret a range of philosophical and theological responses to the question ‘who is Jesus?’

4. Critically analyse the quests for the historical Jesus.

5. Evaluate the impact of culture on interpretations of Jesus.

This module intends to facilitate students in engaging with a range of ethical issues through the lens of applied ethics. Students will consider such issues from a wide variety of religious and secular perspectives. In so doing, students will be encouraged to engage in continuous reflection on the complexity of ethical decision making in practical situations. Through class discussion, group work, peer teaching, and participation in tutorials, students will be enabled to articulate their own ethical positions. Finally, students will also develop an appreciation of the global nature of ethical issues and concerns by reading a broad range of contemporary scholarship in the field.

1. Understand the nature and purpose of applied ethics.

2. Consider the ethical implications regarding the beginning and end of life.

3. Evaluate a range of theoretical perspectives on crime and punishment.

4. Investigate a number of ethical responses to the refugee crisis.

5. Critique a variety of perspectives on relationships and sexuality.

6. Assess the impact of social media on the globalisation of ethical concerns.

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 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

This module is intended to provide students with an opportunity to carry out some independent research in the area of religious education, theology, scripture, ethics, or philosophy. Over the course of the module, students will complete a minor research paper. Students will be expected to select their own topic for the research paper and they will also submit a research proposal outlining the rationale for their selection. Throughout the module, students will be encouraged to read and reflect upon a wide range of literature which is relevant to their chosen research topic. Students will also be expected to attend all workshops, seminars, and research paper progress meetings.

1. Select a research paper topic in the area of religious education, theology, scripture, ethics, or philosophy.

2. Complete a research paper proposal.

3. Engage in workshops, seminars, and research paper progress meetings.

4. Analyse a wide range of relevant scholarly literature.

5. Present their research to their peers using a poster.

6. Write an undergraduate research paper.

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

This module is intended to allow students to become familiar with the historical emergence of secular philosophies, beliefs, and values by exposing them to a diverse range of secular thinkers. In so doing, students will be introduced to a wide variety of secular responses to core questions of meaning, value, and existence. Additionally, students will be encouraged to explore the challenges and opportunities encountered by individuals who espouse secular beliefs and/or worldviews.

1. Investigate the onset of secular beliefs in the ancient world.

2. Explore the societal impacts of the Enlightenment (the Age of Reason).

3. Analyse a range of philosophical perspectives on secular beliefs and worldviews.

4. Evaluate the impact of secular beliefs on Western culture and religion.

5. Critique a variety of secular responses to core questions of meaning and existence.

This module will afford the students the opportunity to critically explore a range of areas of current debate in Christian Theology and Biblical Studies. It will do so through a presentation and analysis of the contribution made to contemporary theological and biblical debate by a number of significant systematic theologians and biblical scholars. It will examine in some depth key issues in theology and biblical studies in the 20th and 21st centuries, notably environmental theology, theologies of liberation, new approaches to biblical hermeneutics, feminist biblical interpretation, and reading parables in the 21st century classroom.

1. Evaluate the main historical and cultural events of the 20th and 21st Century that have had a formative influence on contemporary Christian theology and biblical studies

2. Apprise a range of critical debates in contemporary theology and biblical studies

3. Critically compare, contrast and evaluate the contributions of various leading contemporary theologians and biblical scholars

4. Articulate the relevance of these topics to the world of today, and in the contemporary classroom

Discussions of human nature, and specifically what makes us human, have become increasingly complex. Our notions of humanness inevitably include some sense of the human body as an agent, transforming the world through its actions. Unsurprisingly, then, what it means to be human, and the pursuit of justice are two significant concerns in both Philosophy and Theology. This cross-disciplinary module aims to explore the relationship between Philosophy and Theology in the context of anthropology and social justice. Central issues of global justice will be examined, and particular attention will be paid to the concepts of personhood, embodiment, and the Other.

1. Describe the range of perspectives associated with social justice in philosophical and theological discourse.

2. Examine the complex relationships between philosophy and theology.

3. Interpret principles of philosophical and theological anthropology.

4. Demonstrate a broad knowledge and understanding of social justice issues from a philosophical and theological perspective.

5. Discuss critically the concepts of personhood, embodiment, and the Other.

6. Communicate effectively in oral and written modes in academic settings.

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 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