Registry

Module Specifications

Current Academic Year 2012 - 2013
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-ordinator	Semester 1: Joe O'Hara Semester 2: Joe O'Hara Autumn: Joe O'Hara
Module Teacher	Joe 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 IrelandTo describe and place in the context of current curriculum thought the main issues to be considered indeveloping, implementing and evaluating programmes of instruction.To explore recent international initiatives in school and subject evaluation from the perspective of evaluation theoryTo introduce students to the current Irish school evaluation programme paying particular attention to history, structure, policy directions and stakeholder engagementTo provide students with an opportunity to explore the potential role to be played by self evaluation in their emerging educational practiceTo 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 indeveloping, implementing and evaluating programmes of instruction.
3. Explain the traditions of curriculum thought and outline current issues incurriculum 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*
Lecture	24	No Description
Moodle discussion	51	No Description
Group work	25	No Description
Independent learning	25	No 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 incurriculum theory; perspectives (historical, sociological, political, psychological) on curriculum; a personalphilosophy of curriculumISSUES IN CURRICULUM DESIGN Curriculum aims and objectives; priorities andresources in curriculum design; curriculum organisation and structure; curriculum design and needsanalysis; integration and the structures of disciplines.

Evaluation.
EvaluationIntroduction to evaluation theoryExploration of recent international initiatives in school and subject evaluation from the perspective of evaluation theoryEvaluation in the island of Ireland - comparisons and contrastsEvaluation in Irish SchoolsHistory of evaluation in Irish SchoolsComparison of international evaluation systemsTheoretical origins and structure of current Irish programme for school evaluation (WSE)Emerging systems of evaluation in Irish schoolsCycle of Evaluation - School Planning, Curriculum Implementation, Evaluation.

Self evaluation.
Exploration of theoretical underpinnings of self evaluation movementExamining 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 settingEngagement 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 Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment 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., & OHara, 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, Whats 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

BSSAO

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ECSAO

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HMSA

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HMSAO

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PEB

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