Programme and Module Learning Outcomes · Web viewEach module is underpinned by a series of Learning Outcomes (MLOs), which are intended to inform the student of his/ her transformation

RECOGNITION OF PRIOR LEARNING

PROGRAMME AND MODULE LEARNING OUTCOMES LEVEL 7 BACHELOR OF ARTS IN

MONTESSORI EDUCATION

April 2018

Programme and Module Learning Outcomes

IntroductionThe purpose of this document is to highlight the structure of the Level 7 Bachelor of Arts in Montessori Education. It is a three stage programme (Stage 1, Stage 2 and Award Stage), corresponding to 60 ECTS. Each stage is composed a series of modules, which units of 5 ECTS. This means that typically, a learner can expect to spend at least 100hrs on a module, with at least 25% or more being spent in class contact. The balance represents learning which is undertaken independently.

Each module is underpinned by a series of Learning Outcomes (MLOs), which are intended to inform the student of his/ her transformation as a result of undertaking this programme of study. In other words, once the student has successfully completed a module and the associated assessment, he/ she should be able to, for example, demonstrate knowledge of major perspectives in developmental psychology relating to the child from birth to six years of age. (MLO in Developmental Psychology in Stage 1)

Purpose of this DocumentThe purpose of this document is to assist you with the identification of the required evidence to support your application for Recognition of Prior Learning. This document can only suggest typical evidence available within early years’ settings.

As each person’s experience is unique, this document cannot be prescriptive – your evidence of experiential learning is unique to you. The gathering of evidence is informed by the Programme Learning Outcomes, which detail the higher level outcomes for the programme.

Programmes Learning Outcomes

Each programme has a series of Learning Outcomes (PLOs). Similar to the MLOs, they are statements of the transformational impact on the student should they successfully complete the programme of study. The PLOs are at the top of the hierarchy in a programme of study. However, unlike MLOs, PLOs often combine a series of MLOs reflecting the shared learning which can take place across a number of modules within a programme.

In the case of the Level 7 Bachelor of Arts in Montessori Education, there are 10 PLOs, which are:

PLO 1. Demonstrate detailed knowledge and understanding of Montessori philosophy and pedagogy.

PLO 2. Create a learner centred environment using Montessori principles, to encourage discovery, exploration and active learning.

PLO 3. Evaluate other contemporary constructs of childhood, educational philosophies, and curricula, including the Aistear and Síolta frameworks, and the Primary School Curriculum (PSC).

PLO 4. Plan, deliver, assess and evaluate creative and inclusive learning experiences in a range of care and education settings.

PLO 5. Demonstrate detailed knowledge of the social and psychological development of the child, and an ability to apply social policy to practice.

PLO 6. Apply principles of best practice in relation to child health and welfare in a range of educare settings.

PLO 7. Manage an early years’ setting, meeting quality standards, with full autonomy and responsibility for own actions and those of others, conducting relationships in an ethical and professional manner.

Page 1 © SNMCI 2018


PLO 8. Demonstrate an ability to work collaboratively in care and classroom settings as part of a multi-disciplinary team, liaising with the wider community of practice, including parents, management, and other professionals.

PLO 9. Show increasing ability to critique self as a reflective practitioner and embed professional development as part of on-going lifelong practice

PLO 10.Demonstrate an ability to incorporate research in educare as an integral part of practice.

Recognition of Prior Learning (RPL)

Prior Learning is learning which has taken place, but not necessarily been assessed or measured, prior to admission and acceptance to a programme of study. It takes two forms – it may be (a) certified (normally called Prior Certified Learning),or,(b) experiential (called Prior Experiential Learning)

In seeking to establish relevance of Prior Learning, the applicant must provide evidence of the achieving the module learning outcomes..

Prior Certified LearningThis refers to learning which has taken place on a formal programme of study in another institution such as an University, Institute of Technology or any other education institution accredited by Quality and Qualifications Ireland (QQI). Typically, the learner has completed formal assessments and has received an award, which may be minor or major. Most certified learning is placed on the National Framework of Qualifications (NFQ), and as such will have NFQ Level and a credit weighting known as the European Credit Transfer System (ECTS).

Where a qualification is from an institution outside of Ireland, you should contact Qualifications Recognition (www.qualificationsrecognition.ie) to have your qualifications assigned an equivalency with the appropriate level on the NFQ. If any of the evidence submitted as part of this process is not available in English, then it must be translated and stamped by a translation service. The onus is on you to ensure that the information submitted is accurate.

What is Prior Experiential Learning? This category refers to learning which has not been academically accredited. It generally takes place through learning and training activities undertaken in the workplace, voluntary sector and/ or in community-based activities. It can also refer to learning acquired as part of your personal development. As it is rarely accredited or certified, it cannot be easily placed on the NFQ. However, the manner in which people use their experience demonstrates their level of learning. This may be dependent on the duration and quality of their experience, which can be gained as a result of involvement in a wide range of activities.

Value of Evidence to Support Experiential LearningSNMCI staff will measure the value of your evidence by the following criteria:

(a) Authentic: Evidence presented must be truly the work of the applicant; (b) Sufficient: Evidence presented must show necessary breadth and depth of knowledge, skill and

competence required for the learning outcome(s) or entry to a stage of a programme;(c) Current: Evidence and examples presented should be up to date and relevant to the current best

practice in the discipline;(d) Relevant: Evidence submitted must be appropriate and relevant to the learning outcomes;



(e) Consistent: Candidates must demonstrate that they have performed the tasks and used the knowledge and skills (associated with the learning outcomes) at the level required in a variety of situations over a period of time.

Gathering your Evidence The MLOs for each of the modules on the Level 7 Bachelor of Arts in Montessori Education are contained from page 6 onwards.

In the case of prior certified learning, it is possible that this can be applied in each module. Some modules will be straightforward such as Introduction to Sociology. However, other may differ slightly in terms of Module Title or content. In these instances, you will be required to support your application for an exemption through the provision of evidence such as the MLOs for the module in your transcript.

Turning to prior experiential learning, it is important to understand that this may not apply in all instances. Certain modules such as Sociology, Psychology etc are very academically based, and therefore can only be met through their study. However, you may have completed those modules in the context of another programme and may present details of the module as part of your certified evidence.

Evidence to support experiential learning would generally include:

(a) References from previous employers;(b) CV, outlining career, voluntary work etc.;(c) Job descriptions and experiences, verified by an employer;(d) Details of any ‘on the job’ training, supported by certificates for qualifications, training courses

etc.;(e) Published work;(f) Professional licenses/registrations or membership of professional organisations;(g) Acknowledged accomplishments;(h) Diaries and other journals supporting evidence of learning; (i) Relevant recreational activities or hobbies;

Once you have identified the evidence you consider demonstrates the achievement of the module learning outcomes, then you must document this through the use of a narrative statement. Templates for these statements are available on the SNMCI website, along with a suggested model this wish to present which supports the

Completion of DocumentOnce you have completed this process for each of the modules from which you are seeking to be exempt, yyou are seeking exemp, you should then return pages 6 to 33 with your portfolio.



Programme Schedule Stage 1

Name of Provider St Nicholas Montessori College Ireland

Programme Title Bachelor of Arts in Montessori Education

Award Title BA in Arts in Montessori Education

Award Class Award NFQ level

Award EQF level Stage

Stage NFQ Level

Stage EQF Level Stage Credits

Major 7 5 1 6 5 60

Module Title Semester

ModuleECTS

Credits

Total Learner Effort Module (hours)

Status NFQ Level

Total Hours

Contact Hours

Hours Independent

Work

Montessori Infancy 6 5 100 33 67

Montessori Emergent Curriculum 1 6 5 100 33 67

Montessori and Comparative Philosophies 6 10 200 66 134

Introduction to Sociology 6 5 100 33 67

Health, Safety and Nutrition 6 5 100 33 67

Developmental Psychology 6 10 200 66 134

Academic Writing and ICT Skills 6 5 100 33 67

Gaeilge and the Arts (Visual Arts) 6 5 100 34 68

Supervised Practice 6 10 200 26 174





Programme Title Bachelor in Arts in Montessori Education

Award Title BA in Arts in Montessori Education



Stage NFQ Level


Major 7 5 2 6 5 60


ModuleECTS

Credits


Status NFQ Level

Total Hours

Contact Hours

Hours Independent

Work

Montessori Emergent Curriculum 2 6 10 200 66 134

Montessori Philosophy 6 5 100 33 67

Introduction to Special Education 6 5 100 33 67

Sociology of Childhood: Identity and Diversity 6 5 100 33 67

Child Protection and Welfare 6 5 100 33 67

Social Psychology 6 10 200 66 134

National and International ECEC Policy 6 5 100 33 67

Gaeilge and the Arts (Children’s Literature) 6 5 100 34 68

School Placement 6 10 200 26 174





Programme Title Bachelor in Arts in Montessori Education

Award Title BA in Montessori Education



Stage NFQ Level


Major 7 5 Award 7 5 60


ModuleECTS

Credits


Status NFQ Level

Total Hours

Contact Hours

Hours Independent

Work

Montessori Curriculum and Competence 7 10 200 66 134

Montessori and Educational Philosophy 7 5 100 33 67

Special Education and Differentiation 7 5 100 33 67

Sociology: Childhood in Late Modernity 7 5 100 33 67

Research Methods for the Early Years 7 5 100 33 67

Cognitive Psychology 7 5 100 33 67

Introduction to Business Management 7 5 100 33 67

Gaeilge and the Arts (Drama) 7 5 100 34 66

School Placement 7 15 300 26 274



Stage 1 Modules

Module 1-01: Montessori Infancy and Emergent CurriculumStage 1Semester 1Module Title Montessori Infancy & Emergent CurriculumModule Number 1-01Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6

Intended Module Learning Outcomes

On successful completion of this module the learner should be able to: 1. Discuss the key concepts involved in the creation of Montessori environments for the care and

education of children aged 0 – 3. 2. Identify and value the role of multi-sensory stimulus and movement in the holistic development

of the child. 3. Examine the importance of freedom of movement, language and exploration as defined by

Montessori and create appropriate manipulative materials. 4. Acknowledge the role of the parent, caregiver and child relationships and discuss their

responsibilities and continuity of care. 5. Introduce and present activities to promote a language rich environment to meet the needs of

the child and to help the child use language with growing confidence. 6. Identity the concrete and interactive nature of Montessori activities for the natural sciences.

Module 1-02: Montessori and Comparative PhilosophiesStage 1Semester 1Module Title Montessori and Comparative PhilosophiesModule Number 1-03Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Demonstrate knowledge of Montessori philosophy for the physical, cognitive, social, emotional,

linguistic and spiritual development of the child (birth to three years) 2. Trace and discuss milestones in the history of child centred educational philosophy 3. Investigate other models of early years’ provision in Ireland and compare and contrast them

with the Montessori Method4. Explore the core themes and principles of Aistear and Síolta 5. Examine a range of types of play (outdoor and indoor) and reflect on the purpose of each in the

holistic development of the child





Module 1-03: Playing to Learn

Stage 1Semester 1Module Title Playing to LearnModule Number 1-01Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Discuss the social and interactive nature of learning through play, with a particular focus on ‘play

as pedagogy’. 2. Demonstrating a clear understanding of the adult’s role in facilitating and interpreting play to

best advance learning. 3. Be able to organise the physical environment to facilitate self-initiated, free and spontaneous

play. 4. Demonstrate an ability to play themselves through interaction with peers and with children in

creating exciting projects incorporating different aspects of play. 5. Discuss the Montessorian philosophy of play setting it within in a wider contemporary

framework.

Module 1-04: Introduction to Sociology Stage 1Semester 2Module Title Introduction to SociologyModule Number 1-04Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6

Intended Module Learning Outcomes:

On successful completion of this module the learner should be able to: 1. Demonstrate knowledge of the origins of sociology and of key sociological theories, terms and

concepts. 2. Define socialisation and summarise the primary stage which occurs during infancy and early

childhood. 3. Outline and discuss the components of culture, i.e. the learned values, customs, norms and

behaviour of a society. . 4. Outline and discuss the major sociological perspectives on childhood.



5. Question assumptions about childhood and discuss how notions of childhood influence the field of Early Childhood Education and Care (ECEC).



Module 1-05: Health, Safety and NutritionStage 1Semester 1Module Title Health, Safety and NutritionModule Number 1-05Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Demonstrate knowledge around the cause and prevention of common childhood illnesses2. Demonstrate the practical knowledge and skills of basic First Aid and Manual Handling3. Implement strategies to promote a healthy environment in an early childhood setting,

emphasising hygienic practices4. Explain the nutritional and dietary needs of, and be able to plan well balanced meals for young

children 5. Discuss all aspects of child welfare and compliance in ECEC environments in line with Childcare

and Preschool Services Regulations, including associated inspection tools .

Module 1-06: Developmental PsychologyStage 1Semester 1 & 2Module Title Developmental PsychologyModule Number 1-06Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Demonstrate knowledge of major perspectives in developmental psychology relating to the child

from birth to six years 2. Outline the processes of development such as physical, linguistic, emotional and social which

impact on psychological development in early childhood, prenatal to six years3. Debate issues related to nature/nurture, maturation/experience and continuity/discontinuity 4. Articulate an understanding of the social factors affecting the psychological development of the

child from prenatal to six years, such as attachment and play. 5. Demonstrate an ability to identify and utilise reliable sources of scientific evidence in psychology



Module 1-07: Academic Writing and ICT Skills Stage 1Semester 1Module Title Academic Writing and ICT SkillsModule Number 1-07Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Write academic essays with the use of appropriate formatting, sequence, topic, syntax and

grammar, and display ability to reference appropriately 2. Review academic articles 3. Utilise ICT to support his/her own learning, to present information and to access appropriate

data bases, on-line journals and other e-learning resources, such as Moodle4. Evaluate potential digital resources to support teaching and learning5. Create digital resources for use in the classroom and integrate ICT tools into his/her learning

Module 1-08: Gaeilge and the Arts (Visual Arts) Stage 1Semester 2Module Title Gaeilge and the Arts (Visual Arts)Module Number 1-08Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Explore the potential of visual arts as a source of discovery, enjoyment and expressive

communication for the child2. Demonstrate an ability to introduce works of art in an age-appropriate way to allow children to

respond to the nuances and beauty of art 3. Utilise a range of artistic media, materials and natural items to facilitate the child’s creative

process 4. Eolas bunúsach a léiriú ar struchtúir chomhrá agus ghramadaí na Gaeilge (Demonstrate a basic

knowledge of conversational and grammatical structures in the Irish language.)



5. Scileanna teanga bunúsacha na Gaeilge a úsáid agus a chur i bhfeidhm chun iad féin a chur in iúl go cruinn i ngach suíomh oideachasúil don pháiste aois 0- 6 (Utilize and implement basic Irish language skills to express themselves precisely in educational settings for the child 0-6.)



Module 1-09: Supervised Practice Stage 1Semester 1 & 2Module Title Supervised PracticeModule Number 1-09Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Recognise and respond to the care needs of the infant or child and engage in the creation of a

nurturing and learning environment. 2. Facilitate social interaction through play and activity with particular emphasis on early language

acquisition and development.3. Demonstrate competence in the presentation of early Montessori manipulative materials.4. Conduct and record observations and use data gathered to evaluate and meet children’s needs. 5. Act professionally and effectively, under guidance, in a collaborative relationship with a multi-

disciplinary ECEC team.



Stage 2 Modules

Module 2-01: Montessori: Emergent Curriculum 2Stage 2Semester 1 & 2Module Title Montessori: Emergent Curriculum 2Module Number 2-01Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Create a learner centred, prepared environment applying Montessori methodology and

concepts2. Plan, deliver, assess and evaluate the Montessori curriculum for children up to 6 years in all

subject areas3. Implement strategies for developing literacy and numeracy skills 4. Relate the Montessori curriculum to current educare strategies and frameworks, in

particular Aistear5. Utilize skills to present Montessori didactic materials, and to create original manipulative

materials

.

Module 2-02: Montessori Philosophy Stage 2Semester 1Module Title Montessori PhilosophyModule Number 2-02Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Demonstrate specialised knowledge of the key concepts of Montessori philosophy for the

child up to six years2. Integrate the core strands of Aistear and Montessori key concepts3. Evaluate the role of the environment in the Montessori approach for the educare of the

child up to six years4. Discuss the professional attributes and responsibilities of the adult in a Montessori prepared

environment



Module 2-03: Introduction to Special Education Stage 2Semester 2Module Title Introduction to Special EducationModule Number 2-03Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Discuss the terms and classifications used in the field of special education and learning support2. Identify communication difficulties which present as a barrier to learning in the classroom3. Explain the characteristics of assessed syndromes, specific and general learning difficulties 4. Demonstrate knowledge of teaching methodologies to support successful learning for pupils

with special educational needs5. Explain the process involved in individual educational planning

Module 2-04: Sociology of Childhood: Identity and Diversity Stage 2Semester 1

Module TitleSociology of Childhood: Identity and Diversity

Module Number 2-04Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the student should be able to:1. Discuss socialization and the social construction of identity. 2. Explore the concept of social class and the impact of economic and social disadvantage on the

lives of children in ECEC settings. 3. Explain the social and historical construction of gender 4. Compare and contrast the medical and social models of disability. 5. Evaluate the significance of cultural diversity in ECEC settings and explore initiatives aimed at

inclusive practice.



Module 2-05: Child Protection and Welfare

Stage 2Semester 1Module Title Child Protection and WelfareModule Number 2-05Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Discuss the UN Convention on the Rights of the Child 2. Demonstrate familiarity with the government’s policy relating to child protection as outlined in

Children First: National Guidance3. Discuss consent and develop consent forms for use in various situations within the ECEC setting 4. Identify the roles and mandatory responsibilities of the student practitioner, with regard to child

protection and welfare, in the ECEC setting 5. Identify the agencies involved and define roles and responsibilities of various staff members

working as part of a multi-disciplinary and inter-agency team.

Module 2-06: Social Psychology Stage 2Semester 1 & 2Module Title Social PsychologyModule Number 2-06Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Provide an overview of the theories and concepts of social psychology which relate to the

developing child, in particular those of Piaget, Freud, Bandura, Montessori, and Kohlberg. 2. Demonstrate knowledge and understanding of the socialisation process in childhood and the

roles that the family, school, community, peers, culture and media play in the process.3. Evaluate theories of the self, self-identity and personality development in relation to the

developing child.4. Explain the difference between “verbal” and “nonverbal” communication and discuss the roles

they play in social development.5. Demonstrate an understanding of gender socialization and gender role development





Module 2-07: National and International ECEC Policy Stage 2Semester 2Module Title National and International ECEC PolicyModule Number 2-07Module Status MandatoryModule ECTS Credits 5Module NFQ Level 6


On successful completion of this module the learner should be be able to: 1. Trace issues and critical junctures in Irish ECEC policy development which have influenced

current ECEC provision including the Child Care Act 1991 and Preschool regulations 20062. Demonstrate knowledge of key stakeholders, including parents, in Irish ECEC provision and

discuss the importance of multi-disciplinary and inter-agency competencies3. Demonstrate knowledge of Irish standing in relation to Organisation for Economic Co-Operation

and Development (OECD) benchmarking4. Discuss how different economic regimes influence ECEC provision5. Investigate the rationale of the Irish frameworks of Síolta and Aistear and associated systems of

evaluation to assess quality in ECEC environments including self-assessment.

Module 2-08: Gaeilge and the Arts (Children’s Literature)Stage 2Semester 2

Module TitleGaeilge and the Arts (Children’s Literature



On successful completion of this module the learner should be able to: 1. Relate a brief history of the origins and evolution of children’s literature 2. Discuss the importance of story in a child’s life 3. Examine and evaluate books for children up to six years with a view to supplying a class library 4. Eolas a léiriú ar struchtúir chomhrá agus ghramadaí na Gaeilge. (Demonstrate knowledge on

conversational and grammatical structures of the Irish language)5. Scileanna teanga na Gaeilge a úsáid agus a chur i bhfeidhm chun iad féin a chur in iúl go cruinn i

ngach suíomh oideachasúil don pháiste aois 0-6. (Utilize and implement Irish language skills to express themselves precisely in educational settings for the child 0-6)



Module 2-09: School Placement Stage 2Semester 1 & 2Module Title School PlacementModule Number 2-09Module Status MandatoryModule ECTS Credits 10Module NFQ Level 6


On successful completion of this module the learner should be able to: 1. Plan, deliver and evaluate appropriate learning experiences for the child up to age six, using

Montessori manipulative materials2. Evidence knowledge of Aistear and Síolta within their practice3. Integrate the core knowledge and concepts of the foundation disciplines of education into

practice4. Conduct observations to inform and enhance teaching and learning in an ECEC environment5. Apply professional, ethical and personal communication skills in his/her collaborative

relationships in a ECEC setting to optimize the child’s welfare and learning



Award Stage Modules

Module 3-01: Montessori Curriculum and Competence Stage AwardSemester 1 & 2

Module TitleMontessori Curriculum and Competence



On successful completion of this module the learner should be able to:1. Demonstrate specialised knowledge of the Montessori materials and integrated curriculum for

language, maths, history, geography, science and Cosmic Education1 for the child 6-12 years2. Demonstrate detailed knowledge of the PSC curriculum, methodologies and strategies3. Integrate knowledge of both curricula in the planning, delivering, assessment and evaluation of

individual/ group lessons and projects4. Present Montessori materials and create original materials and resources to encompass the

intellectual, social, moral and emotional development of the child5. Evaluate a wide range of teaching and learning methodologies and strategies for use with

children (6-12 years) in a range of educational settings, informed by on-going and changing developments in education

Module 3-02: Montessori and Educational Philosophy

Stage AwardSemester 1Module Title Montessori and Educational PhilosophyModule Number 3-02Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to: 1. Demonstrate specialised knowledge of Montessori philosophy for the physical, intellectual,

linguistic, moral, emotional and social development of the child up to 12 years1 ‘Cosmic Education’ is the underlying philosophy of the Montessori primary programme, which promotes the child’s understanding of the world, living and non-living, and his or her relationship with it; encouraging human unity within cultural diversity and promoting imaginative, social, moral and emotional responses to their own learning.



2. Analyse and explore Montessori’s philosophy of Cosmic Education3. Discuss the philosophical concepts underpinning the primary school curriculum (PSC), in

particular those of Bruner, Dewey, Chomsky and Vygotsky 4. Compare these pedagogical approaches to Montessori theory in terms of ethics,

activity/discovery learning, integrated curriculum and environment based learning



Module 3-03: Special Education and Differentiation Stage AwardSemester 1Module Title Special Education and DifferentiationModule Number 3-03Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to:1. Summarise Autistic Spectrum Disorders and Attention Deficit Hyperactivity Disorder (ADHD) and

describe the current models of support to facilitate learning2. Explain self-management and sensory processing difficulties and relate effective strategies and

interventions3. Recognise the central role of differentiation in teaching and learning 4. Investigate and address the main characteristics and learning needs of exceptional able students

with emphasis on using differentiation 5. Identify and name specific targets for consideration in an IEP (based on observations/needs

assessment of a target child during school placement)

Module 3-04: Sociology: Childhood in Late Modernity Stage AwardSemester 1Module Title Sociology: Childhood in Late ModernityModule Number 3-04Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner will be able to: 1. Explain a range of post-modern theories, concepts, themes and approaches to the study of

childhood. 2. Critically analyse media representations of risk and evaluate the role of the media in

children’s lives. 3. Evaluate the role of consumerism in children’s lives 4. Describe changing family structures and relationships in contemporary Irish society. 5. Discuss children’s health and well-being in contemporary Irish society.



Module 3-05: Research Methods for the Early Years

Stage AwardSemester 2Module Title Research Methods for the Early YearsModule Number 3-05Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to: 1. Demonstrate a detailed knowledge of the principles of quality research2. Engage in data collection processes e.g. interview and survey techniques 3. Analyse and interpret research studies in terms of design, methodology, data analysis, reliability,

validity and generalisability 4. Identify the particular ethical and legal challenges inherent in conducting research with children. 5. Demonstrate detailed knowledge of the characteristics of action research: cycles of planning,

acting, observing and reflecting.

Module 3-06: Cognitive Psychology Stage AwardSemester 2Module Title Cognitive PsychologyModule Number 3-06Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to: 1. Evaluate cognitive psychological theories with particular emphasis on Piaget, Vygotsky and

Bruner and demonstrate an understanding of how these theories relate and apply in practice to classroom management

2. Analyse current information processing and metacognition theory as it applies to classroom learning

3. Discuss and appraise behaviourism and social learning theories4. Discuss the teacher’s role in behaviour management5. Appraise theories of motivation and their implications for teachers



Module 3-07: Introduction to Business Management Stage AwardSemester 2Module Title Introduction to Business ManagementModule Number 3-07Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to: -1. Display knowledge of the general business landscape for small businesses in Ireland2. Create a business plan including marketing and sales appropriate to an ECEC business.3. Demonstrate knowledge of funding and finance relevant to setting up and running an ECEC

business 4. Display knowledge of the rules and regulations pertaining to childcare businesses 5. Identify the employer’s responsibility with regard to Employment Law.

Module 3-08: Gaeilge and the Arts (Drama) Stage AwardSemester 2Module Title Gaeilge and the Arts (Drama)Module Number 3-08Module Status MandatoryModule ECTS Credits 5Module NFQ Level 7


On successful completion of this module the learner should be able to: 1. Employ a range of tools and resources to effectively plan and deliver drama in the classroom,

with particular focus on the specified drama curriculum (PSC) 2. Utilise drama as an integrative and process tool across the curriculum and as a medium for

building interpersonal and intrapersonal skills 3. Scileanna teanga na Gaeilge a úsáid agus a chur i bhfeidhm chun iad féin a chur in iúl go cruinn i

ngach suíomh oideachasúil don pháiste aois 6 - 12. (Utilize and implement Irish language skills to express themselves precisely in all educational settings for the child 6 - 12.)

4. Pleanáil, cleachtadh agus meastóireacht ar mhúineadh na Gaeilge go cumarsáideach agus na ceithre scileanna teanga comhtháite sna ceachtanna. (Plan, put into practice and evaluate the teaching of Irish communicatively integrating the four language skills.)



Module 3-09: School PlacementStage AwardSemester 1 & 2Module Title School PlacementModule Number 3-09Module Status MandatoryModule ECTS Credits 15Module NFQ Level 7


On successful completion of this module the learner should be able to: 1. Plan, deliver, assess and evaluate appropriate teaching and learning experiences to create a

learner centred environment for the child up to 9 years, in a range of educational settings2. Utilise advanced skill and competence in the presentation of the Montessori curriculum and

materials for children within this age range3. Integrate knowledge of the principles and content of the Primary School Curriculum with

Montessori practice4. Utilise a variety of methodologies to enhance the quality of teaching, learning and assessment

in the classroom; talk and discuss, collaborative /co-operative learning, active learning, skills through content, using the local environment, problem solving

5. Utilise observation and differentiation to implement change and progress learning for both individuals and groups in classrooms for children, 6-9 years

6. Apply professional, ethical, personal and reflective skills to act and communicate effectively with children and adults in the school setting to optimise the child’s welfare and learning

Ends/


Documents

Programme and Module Learning Outcomes · Web viewEach module is underpinned by a series of Learning Outcomes (MLOs), which are intended to inform the student of his/ her transformation