Drawing on research informed insights and students' reflections on School Placement experiences, the module encourages student teachers to consider the meaning, role and impact of curriculum (as content, pedagogy and assessment). The module encourages student teachers to consider and reflect on their role, as professional teachers, in curriculum, curriculum development, assessment, consultation and curriculum reform. Curriculum concepts are explored from a macro, mezzo and micro perspective and student teachers are encouraged to consider curriculum practices in their placement school and relate practice and policy. The module encourages student teachers to consider their agency in terms of curriculum/curriculum change and to consider what this agency might look like as they progress through their teaching careers. The module provides an opportunity for student teachers to reflect on their school placement experiences in light of curriculum and school culture and to complete a related portfolio entry. Particular attention is paid to assessment, as an aspect of curriculum, with the module exploring summative and formative assessment and its impact on practice.

Differing understandings of curriculum; curriculum as content, pedagogy and assessment; the influential role of assessment on content and pedagogy and dynamics of alignment; summative and formative assessment; teachers role and judgement in assessing students work; curriculum coherence; philosophical, sociological and political influences on curriculum; the concept of teacher and student agency and voice in curriculum; the cultural perspectives evident in curriculum; curriculum development in Ireland and the work of the NCCA; exploring key stakeholders in curriculum (e.g. teachers, parents, students; DES, SEC) and related legislation (e.g., Education Act 1998; United Nations Convention on the Rights of the Child); Contemporary curriculum changes in Ireland e.g. Junior Cycle framework, short courses, Classroom based assessments, assessment tasks, SLARS and related teacher judgement on students work; factors that impact on 'deep' curriculum change; the impact of international and national context on curriculum; Case studies on Literacy and Numeracy Strategy, Creativity, Wellbeing; school and teacher cultures impact on curriculum change; Professional learning communities and the centrality of care within such cultures

On successful completion of this module, students will be able to: - Demonstrate an understanding of the contested meanings of curriculum and the integral relationship between content, pedagogy and assessment - Identify the relationship between curriculum practices in schools and curriculum policy in terms of the Literacy & Numeracy Policy, Wellbeing Policy. - Explain the theory, concepts and methods pertaining to effective formative and summative assessment and its impact on policy & practice - Demonstrate an understanding of a critical understanding of how curriculum and assessment practices are structured in Ireland and teachers role and responsibility in this regard. - Demonstrate an understanding of a critical understanding of the complexities surrounding current post-primary curriculum reform and policy making in the Irish and wider international contexts - Situate whole curriculum in its macro philosophical, political, cultural and societal contexts - Identify the influences of teacher and school culture on the implementation of curriculum reform and reflect on school placement experience in this regard - Identify the role of Stakeholders (e.g. NCCA, DES, SEC, teachers, parents, students) in curriculum and the importance of engaging and involving key stakeholders in curriculum decisions - Demonstrate an understanding of reflective capacity in relation to curriculum and assessment issues in light of school placement experience and a related portfolio entry

On successful completion of this module, students will be able to: - Demonstrate an understanding of an appreciation of their role, and the role of teachers, as curriculum change agents throughout their teaching career. - Demonstrate an appreciation of the value of formative assessment practices and teachers role in this regard. - Demonstrate an appreciation ofthe importance of their role, and the role and responsibility of teachers, in authenticating and assessing students work for submission for State Examination and Certification purposes. - Demonstrate an understanding of the professional language to engage in collaborative curriculum conversations with peers, including professional conversations pertaining to teacher judgement on assessing students work - Demonstrate an appreciation of the challenges, and importance, of developing curricula that recognize differentiation and cultural diversity - Work collaboratively to create an innovative and imaginative Global Citizenship Education short course and related Classroom Based Assessment for use at junior cycle - Demonstrate an understanding of critical thinking skills through participating in class discussions and debates and through engagement with relevant literature and research

On successful completion of this module, students will be able to: n/a

This module will be taught through a series of lectures and aligned tutorials providing students with the opportunities to reflect on school placement through engaging with the module's curriculum and assessment focus. Module content is advanced in response to curriculum policy developments, both national and international, and draws on contemporary examples from a variety of contexts to highlight key principles and develop students' knowledge and understanding in relation to curriculum development. Lectures are interactive in nature encouraging students to take responsibility for their learning, developing their ability to articulate their subjective responses to module content and providing an opportunity to reflect on school placement and develop a portfolio entry relating to curriculum related issues experienced on school placement. Tutorials comprise a mix of student lead and tutor lead activities in order to encourage engaged and creative student responses to curriculum. Tutorial time is provided for students to engage in collegial curriculum conversations in order to develop a short course and related Classroom Based Assessment as well as a SLAR meeting with their peers. This approach aims to enhance student professional language around curriculum and their capacity to work collaboratively