Module Specifications

Current Academic Year 2014 - 2015

Please note that this information is subject to change.

Module Title Curriculum Development and Evaluation
Module Code ES303
School School of Education Studies
Online Module Resources

Module Co-ordinatorSemester 1: Joe O'Hara
Semester 2: Joe O'Hara
Autumn: Joe O'Hara
Module TeachersJoe O'Hara
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description
To introduce students to curriculum theory and to demonstrate its impact on current educational provision in Ireland To describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction. To explore recent international initiatives in school and subject evaluation from the perspective of evaluation theory To introduce students to the current Irish school evaluation programme paying particular attention to history, structure, policy directions and stakeholder engagement To provide students with an opportunity to explore the potential role to be played by self evaluation in their emerging educational practice To examine the potential role of ICT in the development of a self evaluation approach to professional development

Learning Outcomes
1. Demonstrate the capacity to plan collaboratively in the curriculum field
2. Describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction.
3. Explain the traditions of curriculum thought and outline current issues in curriculum theory
4. Explain the theoretical origins and practical implications of school evaluation systems
5. Explain the structure and operation of the Department of Education and Skills Evaluation programme for Irish schools
6. Demonstrate a general knowledge of the Codes of Professional Conduct for Teachers by providing specific examples of their application in their professional practice
7. Demonstrate an ability to apply the Code of Professional Conduct " The Teacher and The Curriculum" in their professional practice by providing specific examples of the application of each of the seven sub-sections of the code in their professional practice
8. Design, implement and evaluate a self evaluation programme in the course of their school placement
9. Develop the necessary skills and competences to engage in lifelong reflective learning



Workload Full-time hours per semester
Type Hours Description
Lecture24No Description
Moodle discussion51No Description
Group work25No Description
Independent learning25No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities
Curriculum.
CURRICULUM DEVELOPMENT CURRICULUM THEORY Traditions of curriculum thought; current issues in curriculum theory; perspectives (historical, sociological, political, psychological) on curriculum; a personal philosophy of curriculum ISSUES IN CURRICULUM DESIGN Curriculum aims and objectives; priorities and resources in curriculum design; curriculum organisation and structure; curriculum design and needs analysis; integration and the structures of disciplines.

Evaluation.
Evaluation Introduction to evaluation theory Exploration of recent international initiatives in school and subject evaluation from the perspective of evaluation theory Evaluation in the island of Ireland - comparisons and contrasts Evaluation in Irish Schools History of evaluation in Irish Schools Comparison of international evaluation systems Theoretical origins and structure of current Irish programme for school evaluation (WSE) Emerging systems of evaluation in Irish schools Cycle of Evaluation - School Planning, Curriculum Implementation, Evaluation.

Self evaluation.
Exploration of theoretical underpinnings of self evaluation movement Examining the role of stakeholder groups in the process of self-evaluation - parents, policy makes (Department of Education and Skills, Inspectorate), Management Bodies (Patronage Groups,Boards of Management etc) Design and implementation of a range of self evaluation instruments in a school setting Engagement in online debate and discussion about the potential role of self evaluation as a mechanism for professional development and school improvement and life-long learning.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List
  • Inspectorate of the Department of Education: 2012, An Introduction to School Self-Evaluation of Teaching and Learning in Post-Primary Schools, 1, Department of Education and Skills,
  • Inspectorate of the Department of Education: 2012, School Self-Evaluation Guidelines for Post-Primary Schools, Department of Education and Skills,
  • Department of Education and Science, Ireland: 2003, Looking at Our School, an aid to self-evaluation in second level schools., DES, Dublin,
  • McNamara, G., & O Hara, J.: 2008, Trusting schools and teachers: Developing educational professionalism through self-evaluation., Peter Lang., New York,
  • A Vic Kelly,: 2009, The Curriculum:Theory and Practice, 1847872751
  • Walsh, B & Dolan, R: 2009, A Guide to Teaching Practice in Ireland, Gill & Macmillan Ltd,
  • The Teaching Council: 2012, Codes of Professional Conduct for Teachers, Teaching Council of Ireland, Maynooth,
  • MacBeath, J.: 1999, Schools Must Speak For Themselves, The Case for School Self-Evaluation., Routledge, London,
  • MacBeath, J. and McGlynn, A.: 2002, Self-Evaluation, What s In It for Schools?, Routledge Falmer, London,
  • Haug, P. and Schwandt, T.: 2003, Evaluating Educational Reforms, Scandanavian Perspectives., Information Age Publishing, Connecticut:,
  • Department of Education and Science, Ireland.: 2005, Customer Survey, DES, Dublin,
  • MacBeath, J.: 2003, The self-evaluation file., Learning Files Scotland, Glasgow,
  • Department of Education and Science, Ireland.: 2006, An evaluation of planning in thirty primary schools., DES, Dublin,
  • Nevo, D: 2002, Nevo, D. School-Based Evaluation: An International Perspective., Elsevier Science, Oxford,
  • OECD: 2005, Teachers matter: Attracting, developing and retaining effective teachers., OECD, Paris,
  • Ross, A.: 1999, Curriculum: Construction and Critique, Routledge, 075070621X
  • David Scott: 0, Critical essays on major curriculum theorists, 978-0415339834
Other Resources
6361, Website, Inspectorate, 2012, Self-Evaluation Resources, http://www.schoolself-evaluation.ie/post-primary/, 6527, Website, OFSTED, 0, http://www.ofsted.gov.uk/, 6528, Website, Education and Training Northern Ireland, 0, http://www.etini.gov.uk/,
Array
Programme or List of Programmes
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ECSAOStudy Abroad (Engineering & Computing)
HMSAStudy Abroad (Humanities & Soc Science)
HMSAOStudy Abroad (Humanities & Soc Science)
PEBB.Sc Physical Education and Biology
SEBSc Science Education
SHSAOStudy Abroad (Science & Health)
Timetable this semester: Timetable for ES303
Date of Last Revision21-MAR-06
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