Post-Primary

PL03: Exploring Scientific Literacy

Course Outline

This course offers science teachers the opportunity to explore scientific literacy in greater depth. It will address the importance of equipping students with scientific literacy skills for success in modern society, while also examining the challenges and opportunities associated with fostering these skills in the classroom. Strategies for supporting the development of students’ scientific literacy will be explored, along with practical, classroom-ready resources. Aimed primarily at science teachers, the course seeks to support the integration of scientific literacy across both Junior Cycle and Senior Cycle science education.

Profile of Course Leader

Mary O’Donnell is a Teacher Fellow at DCU and is currently completing her PhD in Science Education. She earned her degree in Science Education from Maynooth University and completed both her Postgraduate Diploma and Master’s degree at Trinity College Dublin. Mary worked as a mathematics, chemistry, and science teacher for 10 years. She collaborated with the NCCA and JCT during the rollout of the Junior Cycle Science Specification and has contributed to the PME and undergraduate teacher education programmes at both Maynooth University and DCU over the past 10 years.

PL04: Supporting Neurodivergent Learners in Post-Primary and Further Education

Course Outline

This short programme addresses the inclusion of neurodivergent learners in post-primary and further education settings. The programme will outline the profiles of strengths and areas for support among this cohort of learners. A neurodiversity-affirming perspective is used to discuss how inclusive education can be planned and supported. The neurodiversity paradigm views diversity and differences, including disabilities, as natural aspects of humanity. It recognises that autistic and otherwise neurodivergent individuals may face challenges due to their unique experiences and perspectives. Support systems and societal acceptance or flexibility should be the foundation of educational practices to accommodate and respect these differences.

Profile of Course Leader

Neil Kenny is Assistant Professor at the School of Inclusive and Special Education at Dublin City University where he is the Programme Chair of the Master of Education in Autism. His research interests are in the areas of autism, participatory research, and inclusive education.

PL05: Plants: their biodiversity, structure, ecology, and physiology. Skills and Practicals

Course Outline

Many biology teachers have expressed the view that real-time experimentation with plants is a challenge in terms of new specifications and existing resources. This course has as its theme that working with plants is a way to overcome the general lack of practical work in general biology (enzymes, cells, osmosis, hormones) as well as plant-specific biology (photosynthesis).

Profile of Course Leader

Dr Tom McCloughlin was an assistant principal in a large community school, heading a large science department and involved in the Young Scientists' Exhibition and other competitions. He has been involved in teacher preparation, including secondary (science and biology) and postgraduate supervision, since 2000. He is a member of the Irish Science Teachers' Association.

PL08: An introduction to using AI tools in the MFL classroom

Course Outline

As AI becomes increasingly ubiquitous, language teachers are eager to explore how to utilise AI in their practice. This two-part course will provide a collaborative environment for language teachers to explore the use of AI tools in their classrooms, learning through sharing and discovering with others who are new to this field. The course will be advantageous for those who are either new or relatively new to employing AI for language learning. The first session, on campus will introduce various AI resources available to language teachers, examining how they can support students’ learning and help in developing resources for teachers. Participants will engage with a selection of AI tools and should bring an internet-compatible device to the session. The session will conclude with teachers setting targets to explore the use of AI in their own classrooms before the second session. The second session, held via Zoom, will enable teachers to collaboratively share their experiences of working with various AI tools during the interim period. This community of learners will support teachers in sharing their real-world experiences from the classroom regarding the strengths and challenges of working with AI tools.

Profile of Course Leader

Stephen Dunne is an assistant professor with the School of Policy and Practice, and coordinator of school placement for the Bachelor of Religious Education with English, History and Music undergraduate degree. Previously, Stephen was a post-primary teacher of French and English and held an assistant principal 1 post. Stephen completed his M.Ed. comparing the development of key skills in formal and non-formal learning environments. He received the NAPD award for his post-graduate Diploma in Educational Leadership (Tóraíocht) and is completing a doctoral degree in teacher education. Stephen’s research examines professional development for social justice
education among newly qualified teachers.

PL10: Futures thinking and futures literacy for post-primary/FET educators

Course Outline

This course aims at developing futures literacy at a preliminary level amongst post-primary teachers and FET Educators, which would respond to the pressing needs to integrate and apply futures thinking in education (UNESCO, 2021). It is initially considered three sessions of 1.5 hours each and is hybrid. The first session is online, while the final session is to be presential (Room: TBC, SPC D210). The sessions will include a part of theory and an experiential part that aims to identify and apprehend new and emergent futures. The learning outcomes are (1) to use at preliminary levels of tools for futures thinking; (2) to develop capabilities to assess the long-term scenarios and visions for the future; (3) Introduction to Futures Literacy Laboratories at post-primary level and FET Educators.
 

Profile of Course Leader

Dr Manuel Fernandez Lopez has experience in Futures thinking and Futures studies for more than 15 years. He has contributed to and developed futures studies programs in various universities in Norway, Spain and now Ireland. He has been co-coordinator of the EdD (Doctoral) module on Futures thinking and Futures studies at DCU.

PL11: Supporting EAL Students in Post-Primary Classrooms: Culturally and Linguistically Responsive Teaching and Learning Strategies

Course Outline

Mass immigration and the ongoing conflicts in Ukraine and elsewhere have seen a dramatic increase in the number of students for whom English is an additional language (EAL) in post-primary education in Ireland. Recent DES reports call for a greater variety of teaching, learning and assessment approaches to develop EAL students’ language skills and enable them to progress through the curriculum and reach their full potential (DES, 2024). This course is for post-primary teachers of all subjects (e.g. History, Geography, Maths, Science, Music etc.). It explores a range of culturally and linguistically responsive teaching and learning strategies that support EAL students in mainstream classes. We will provide practical examples of how creative tasks and linguistic scaffolding can facilitate access to curricular content for students for whom the language of instruction (English or Irish) is not their first language (Cummins, 2009; Hammond, 2009; Gallagher and Leahy, 2019). We will also explore how creativity and playfulness can be used in supporting EAL students, particularly those who may have suffered traumatic experiences.

Profile of Course Leader

Dr Irene White is a lecturer and researcher in the School of Human Development at Dublin City University. She teaches Creativity in Education, English Education, Drama in Education and Academic Reading and Writing across a range of initial teacher education programmes. Irene’s research interests are in creativity in education, participatory arts, teacher education and teacher identity.

Dr Fiona Gallagher is an assistant professor in the School of Applied Language and Intercultural Studies (SALIS) at Dublin City University. Her research interests relate to the fields of second language acquisition and bi/multilingual education and includes a particular focus on teaching and learning in the linguistically and culturally diverse primary and secondary school classroom.

PL15: Creative Writing in the Post-Primary and FET classroom

Course Outline

Fighting Words engages with schools and teachers across the island of Ireland offering creative writing workshops and projects from twenty-three locations. The organisation provides creative writing sessions in these centres, in schools, on-line, and convenes young writing groups, playwriting and scriptwriting groups, and summer camps for children and young people. In addition Fighting Words runs a programme at DCU focussed on teacher education, research, CPD and school outreach projects.

This course is for post-primary and FET teachers and aims to provide an introduction to the participative and creative methodologies used by Fighting Words, including experiencing a Fighting Words workshop first hand. The course will focus on supporting teachers to use creative education and creative writing in their own classrooms, looking at different subject areas and integrated approaches. Participants will look at the educational research and impact data on creative writing for children and young people, and the resources and supports available to teachers.

In addition the course will cover the range of creative activities and opportunities available to students and teachers from Fighting Words, including creative writing projects organised to support teachers who want to write creatively themselves.

Profile of Course Leaders

Nóra Nic Con Ultaigh is Education Director with the creative writing centre 'Fighting Words' . She is an arts-in-education practitioner with over 20 years of experience. In 2004 she established Cups and Crowns Educational Theatre Company with two fellow graduates from the MA in Drama and Theatre Arts in NUIG. She also worked as a Post-Primary teacher of English, French and CSPE for 10 years. She currently works as a Regional Coordinator and Creative Associate on the Creative Schools programme. She has a passionate interest in creativity in education and in fostering youth voice within a rights-based model.

PL17: EAL at Post-Primary Level: Partnerships in Practice to Support EAL Learners

Course Outline

This seminar is tailored for Language Support Teachers and mainstream classroom teachers in post-primary schools who have English as an Additional Language (EAL) students in their classes. This course offers a comprehensive introduction to the unique needs of EAL students, and will provide essential strategies for adapting teaching, learning, and assessment to effectively support EAL learners. Participants will explore key considerations and best practices to effectively support EAL learners, and will gain practical insights into creating an inclusive learning environment that meets the diverse needs of all students.

Profile of Course Leader

Dr Carol Kennedy-Gardiner, a graduate of Dublin City University (DCU), she previously served as the National Lead for English as an Additional Language (EAL) with the Professional Development Service for Teachers (PDST) and Oide. She also held a position with the National Council for Curriculum and Assessment (NCCA), where she contributed to developments in Special Educational Needs. Prior to these national roles, Dr. Kennedy-Gardiner spent twenty-five years teaching in post-primary schools across the northwest of Ireland.

PL18: Understanding, Living and Leading the Ethos in a Catholic School

Course Outline

Ethos, so what? All schools necessarily and implicitly espouse a vision of the human person and give expression to a particular ethos by their choices, actions, and priorities. This course brings participants into conversation with the role of ethos in Catholic primary and post-primary schools. It speaks to ethos not as some abstract or aspirational concept, but as something that is lived out and acted upon by school communities. Participants will explore the question of ethos and patronage as it is encountered today in Irish education at primary and post-primary level. It highlights the distinctiveness of a ‘Catholic’ ethos and the manner in which it is encountered in the day-to-day life of Catholic schools. From this short-course, participants will deepen their understanding of how the ethos underpins, contributes, and enhances teaching and learning across all curriculum areas in a Catholic school and, as a result, enhance their capacity to effectively lead in this important aspect of the teaching and learning offered by a Catholic school in a pluralist Ireland.

Profile of Course Leader

Dr David Kennedy (BA; MA; PhD; SFHEA) is Assistant Professor of Religious Education in the School of Human Development at DCU, Institute of Education. This short-course draws upon his extensive experience of working with national management and patronage/trusteeship bodies in Catholic Education in the Republic of Ireland on ethos development in Catholic primary and post-primary schools.

PL22: Introduction to legal issues for teachers

Course Outline

This course, which will take place over two evenings, offers primary and post-primary teachers the opportunity to reflect on legal issues relevant to the school context. It will allow participants to become familiar with legislation and case law pertinent to a range of aspects of school life which will inform and enhance their practice.

Indicative areas the course will address: 

• The duty of care
• Supervision of students
• Child Protection
• Data Protection and Copyright

Profile of Course Leader

Ciara is a practising barrister with a special interest in education law and particular expertise in child law. She has authored, tutored, and assessed modules on the post-graduate Diploma/MA degree programme ‘Education and the Law’ in St Angela’s College, Sligo. She lectures widely on legal issues relevant to schools, delivering training and talks to Management Bodies, Boards of Management, Senior Management, Teachers, and other school personnel.