This module introduces learners to a selection of major texts published by some of the most influential scholars of Irish folklore since the early nineteenth century, giving an opportunity to discuss various folkloric themes and the issue of cultural continuity versus innovation and change. The historical, ideological and social contexts of the selected texts are analysed, thus giving learners an appreciation of how folklore emerged as an academic discipline and developed in Ireland. The module reinforces learners' training in the conventions of academic research and writing, and gives them an opportunity to use a variety of sources in order to research a local folklore topic of interest to them.

1. Identify the major historical, ideological and social forces that have influenced the development ofIrish folklore research

2. Discuss the motivations, work and impact of key writers in the field of Irish folklore since the early 19th century

3. Research a local folklore topic using a variety of suitable source types including scholarly publications, archivalmaterial from the National Folklore Collection and,where possible, primary interviews

4. Present research and analysis using established conventions of academic writing

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

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

2. Describe the basic principles of ecology.

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

4. Identify and interpretselect Irish habitat types and their characteristic fauna and floraas it applies to the Irish natural heritage classification.

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

On completion of this module students will/should have a fundamental knowledge of the principal episodes of modern Irish history, along with an appreciation of the memory, heritage and commemoration of these events.

1. Evaluate the principal episodes that have impinged upon the emergence of modern Ireland and recognise the importance of the interplay between history and memory;

2. Demonstrate a strong command of the relevant literature in the field, including an awareness of the interdisciplinary relationships between history and cognate fields, including: heritage studies, memory studies, and public history;

3. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

4. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

5. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

This module will provide the students with the skills and competencies to capture, create, interpret and integrate Heritage related metadata across software applications.

The student will also develop skills in multimedia, including creating, editing and enhancing digital images and exporting them for specialised use in the Heritage sector.

The module will also incorporate learning from other modules where the student will produce a professional podcast or audio guide which can be used for public outreach, display and archival methodology.

1. Investigate the use of spreadsheets in the Heritage sector, including how to input, transform, and export heritage relatedmetadata.

2. Demonstrate the ability to create digital images in formats required for reproduction in online, archival and display environments using appropriate and relevant software.

3. Demonstrate the ability to record, edit and produce audio using simple recording software for podcasts/ museum audio guides and output them to aprofessional standard.

4. Combine technical and conceptual skills in order to develop and deliver a completed podcast/ audio guide suitable for public audiences in museum/heritage centre exhibition environments using simple recording equipment.

Learners on this module will develop skills in heritage survey within an urban space. This module offers experiential learning and builds on knowledge and skills developed in other associated modules combing knowledge from Geography and History. Students will learn about historical sources, and how to build observations skills in heritage areas such as planning, social development, urban historical geography and archaeological fabric identification, and discover how to uncover the story of individuals through the use of historical statistical data such as census, valuation, and public art.

1. Develop and demonstrate an understanding of the principles of conducting geographical and historical fieldwork within an urban setting.

2. Identify and record physical evidence of human development on an urban space through the eyes of a geographer, historian and archaeologist.

3. Demonstrate an understanding of the evolution and function of urban space, and how heritage and public art are expressed in how planning laws, theories, and regulations shape urban spaces.

4. Interpret cartographic information within an urban space, using digital and print resources.

5. Undertand the ethical issues of field work, data collection and management of data.

6. Utilise historical documentation to develop an understanding of the development of socio-economic identify of urban spaces.

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

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

2. Describe the basic principles of ecology.

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

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

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

On completion of this module students will/should have a fundamental knowledge of some of the principal episodes of later modern international history (in the twentieth and twenty-first centuries), along with an appreciation of the varieties of memory associated with the heritage and commemoration of past conflicts between international powers.

1. Evaluate the principal causes, courses, consequences of three major international conflicts and recognise the importance of the interplay between history and memory;

2. Demonstrate a strong command of the relevant literature in the field, including an awareness of the interdisciplinary relationships between international history and cognate fields, including: heritage studies, memory studies, public history, geopolitics, international relations, and human rights;

3. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

4. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

5. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

On completion of this module students will/should be able to demonstrate the importance of how first-hand field explorations can enhance one's knowledge and understanding of the public history and heritage of a major European city (e.g. Berlin).

1. Gain a better knowledge of Europe, from medieval times to the present, by familiarising themselves with the history and heritage of a destination (e.g. Berlin), including: its streetscape, historic sites, buildings, museums, memorials, and tourism products;

2. Produce an original heritage trail for the destination, including: a synopsis of key attractions (e.g. historic sites, buildings, museums, and memorials), a map of the route of a tour, photographs, and travel directions;

3. Furnish a comparative study of how the histories of the destination are exhibited and retold (e.g. at the Deutsches Historisches Museum [the German Historical Museum ] and Mrkische Museum [one of five museums belonging to the Stadtmuseum Berlin Foundation ]);

4. Offer an informed analysis of the public history, memory and heritage of a key event (e.g. the Holocaust in Berlin), through a combination of field evidence and perspectives gleaned from academic literature;

5. Enhance their understanding of the European history through fieldwork and an appreciation of scholarship in heritage studies, public history, memory studies, and museology;

6. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

7. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

8. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

An overview of Art History from the Renaissance to the present with particular emphasis on Irish Art & Design History from the 18th Century to the present.

1. Have a deeper awareness and appreciation of Art History and in particular Irish Art History

2. Develop visual memory and build a framework of reference to art works

3. Appreciate the works of art in the context of the prevalent ideas and historic events in which they were produced

4. Understand and be able to use the language and methods of art history

5. Explore works of art independently.

This module approaches the built heritage of the Irish rural landscape from the perspectives of field monument categorisation, cartographic analysis, impacts of human activity and environmental change, place-name evidence, and traditional interpretations in literature and folklore.

1. Classify, date, describe and interpret majorcategories of archaeologicalfield monumentand historical structure found in the Irish rurallandscape, with reference to related types outsideIreland

2. Locate and effectively employ cartographic data in researching the built heritage of Ireland’s rural landscape

3. Assess the impact of human activity and environmental change on the built heritage of Ireland’s rural landscape

4. Apply place-name evidence in researching Ireland’s built heritage

5. Discuss traditionalinterpretations in literature and folkloreof Ireland’s archaeologicallandscape

To equip the student with the necessary knowledge and skills in researching and compiling comprehensive itineraries and guiding commentaries, as well as developing their communication and leadership skills to become a competent guide.

1. Appreciate the factors which influence their effectiveness as guides.

2. Explore the changing market profiles nationally and internationally and the wide variety of professional skills required to service them.

3. Develop an understanding of interpersonal skills and the ability to anticipate and satisfy customer needs.

4. Demonstrate the ability to carry out in-depth local research and compile informative and interesting guiding notes and itineraries.

5. Exhibit an appreciation of the importance of health, safety and welfare in the planning and performance of any tour activity.

6. Take responsibility for own professional development and or assist others in identifying their own professional development needs.

7. Demonstrate the skills of a guide to communicate and lead a tour group.

This year long module covers the language syllabus at CEFR level B1.2 and offers learners the opportunity to continue their study of Irish at lower intermediate/intermediate level. The course will also further enhance understanding of the social and cultural context of the language and will incorporate the study of Irish language media and film.

1. Reception: Listening: Demonstrate an understanding of the main points of clear speech on familiar matters, media programmes on current affairs or topics of personal or professional interest when delivery is relatively slow and clear.

2. Reception: Reading : Show comprehension of texts that consist mainly of high frequency, including descriptions of events and feelings.

3. Oral Interaction/Production : Deal with a range of situations while interacting in an Irishspeaking environment, extemporise on familiar topics, rationalise, explain, opine and narrate.

4. Written and Online Interaction/Production :Write simple connected text on familiar and personal topics, describe experiences and impressions.

5. Mediation: Text/Concept/Communication: Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

6. Show increasing responsibility for selfdirected learning.

7. Demonstrate a critical understanding of selected works of literature, film and media.

This course offers students the opportunity to continue with a foreign language at level A1.2 and A2.1. The course will hone understanding of the cultural and contextual environment of the target language. It will further prepare students who wish to avail of international placement opportunities or of the Erasmus year abroad.

1. Listening reception: Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment) and can catch the main point in short, clear, simple messages and announcements.

2. Reading reception: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters.

3. Written and online interaction & production:Can engage in basic social interaction, expressing feelings, actions, needs and responding to comments with thanks, apology, or answers to questions. Can complete simple transactions (e.g., ordering goods), can follow simple instructions and collaborate in a shared task. Can write a series of simple phrases or sentences linked with ‘and’, ‘but’,’because’, etc.

4. Spokeninteraction & production: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, present/recent job). Can handle very short social exchanges, even though may not be able to keep the conversation going.

5. Mediation: Can convey the main point(s) involved in short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language. Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses. Can indicate understanding, agreement and can recognise disagreement.

6. Cultural aspects will be included in listening reception, reading reception, spoken interaction & production, written and online interaction & production, and mediation.

This module offers students the opportunity to continue with a foreign language at A1.2 or A2.1 level. The course will hone understanding of the cultural and contextual environment of the target language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language.

This module will prepare students who wish to avail of international placement opportunities or the Erasmus year abroad. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Identify phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. basic personal and family information, eating out, local geography, the environment and employment) and catch the main point in short, clear, simple messages and announcements.

2. Select and find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, and timetables and understand short simple personal letters.

3. Reproduce a series of simple linked phrases or sentences on areas of most immediate personal relevance and respond to comments with thanks or apology.

4. Communicate orally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, the environment and employment).

5. Translate short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language.

This module will build on learners elementary knowledge of the structure and vocabulary of the language. It will hone an understanding of the cultural and contextual environment of the target language. It will further prepare learners who wish to avail of international placement opportunities or of the Erasmus semester in Spain. The emphasis will be on improving communication and comprehension. There will be greater focus on grammar, conversational expressions and vocabulary in order to continue to consolidate comprehension and communication skills. Upon successful completion of this module, learners are deemed to have reached A1.2 Level of the Common European Framework of Reference for Languages (CEFR).

1. Identifyphrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g.basic, personal and family information,eatingout,local geography,the environment andemployment)and catchthe main point in short, clear, simple messages and announcements.

2. Selectand find specific, predictable information in simple everyday material such as advertisements, prospectuses,menus,and timetables and understand short simple personal letters.

3. Reproducea series of simple linked phrases orsentences onareas of most immediate personal relevanceand respond to comments with thanksor apology.

4. Communicateorallyduringroutine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g.family, other people, living conditions, educational background,the environment andemployment).

5. Translateshort, simple texts on everyday subjects of immediate interest (e.g.personal wants and needs), provided these are expressed clearly in simple language.