Primary

PL01 - Teaching the new Primary Maths Curriculum

Course Outline

The primary mathematics curriculum is being redeveloped, with proposed changes to format and content. This interactive online course aims to explore the recommended pedagogies of the new primary mathematics curriculum and invites teachers to engage in collaborative inquiry into the implications for their teaching. Each week, we will focus on a selection of recommended practices such as the use of cognitively-demanding tasks, mathematical modeling, math talk, formative assessment and the development of productive disposition. The importance of these practices will be explored with reference to relevant literature and to video examples from Irish classrooms. Participants will be encouraged to reflect on the video examples and on their own practice. They will work collaboratively on mathematics tasks and selecting and adapting tasks for teaching. They will be encouraged to trial ideas in their own classrooms and report on their experience in later sessions.

Profile of Course Leader

Dr. Siún Nic Mhuirí is a lecturer in mathematics education in Dublin City University. She is the lead on the Maths4All project, maths4all.ie, which aims to support mathematics teaching through the provision of high-quality activities and professional learning communities. She has contributed to curriculum change through her commissioned research for the NCCA, including the development of the mathematical modeling section of the Draft Primary Mathematics Toolkit.

PL02 - Teaching to, through and for cultural inclusion and diversity

Course Outline

This course supports teachers to reflect on and enhance their teaching to, through and for cultural inclusion and diversity in primary contexts. Designed around four online, synchronous seminars, the course draws on current research and curriculum-based practices to explore concepts such as identity, representation, anti-racism and cultural inclusion in primary schools. Seminar 1 offers a research-based framework for teaching to, through and for cultural inclusion and diversity. In particular, it draws on a study with young people with ethnic minority backgrounds and their experiences in school. Seminar 2 is focused on anti-racism education in primary school contexts. Seminar 3 explores why and how indigenous knowledge systems, stories and ways of knowing can be integrated across the primary curriculum. Seminar 4 is based on ideas for teaching history in more culturally inclusive and diverse ways. Participatory and dialogic methodologies are at the centre of this course, supporting both professional and reflective discussion and practical ideas for the classroom.

Profile of Course leaders

The course is designed and delivered by five colleagues from DCU’s Institute of Education. Together they offer a range of expertise across anti-racism and intercultural education, history education and teacher education at primary level. Dr Maria Barry teaches and researches in the areas of global citizenship education and history education. Dr Caitriona ni Cassaithe teaches and researches in the areas of history education, with a particular interest in indigenous knowledge and stories in history. Dr Anne Marie Kavanagh teaches and researches in the areas of social justice education, intercultural education, critical multicultural education, ethical education and human rights education. Dr Malgosia Machowska-Kosciak teaches and researches in the areas of global citizenship education and intercultural education. Dr Niamh McGuirk teaches and researches in the areas of ethical education, intercultural education, critical multiculturalism and anti-racism education.

PL08 - Play Pedagogy in the Infant Classroom

Course Outline

Informed by research that identifies the most effective and appropriate pedagogical approaches to early childhood education, this course aims to develop a teacher's pedagogy of play in the infant classroom. On completion, this course will enable teachers to:

• Appraise a continuum of play to support young children’s holistic learning and development
• Integrate curriculum areas of the Primary School Curriculum with the themes of Aistear through playful teaching and learning
• Plan playful teacher-led activities
• Prepare the learning environment for child-led play
• Become a skilled co-player and participate in children's play

Profile of Course Leader

Fiona is an Assistant Professor in Early Childhood Education and contributes to undergraduate and postgraduate initial teacher education programmes. She is co-Programme Chair of the Master of Education in Early Childhood Education. Fiona has previously worked as a primary school teacher and contributed to the design and delivery of continuing professional development throughout the country, particularly to support teachers' pedagogy.

PL10 - Physical Education  in the Primary School

Course Outline

How can we plan for physical education lessons that maximise opportunities to contribute to the wellbeing of the child? This course will focus on examination of the potential of each phase of a physical education lesson: capturing the attention of the child in the introductory activities, ensuring development of a diverse range of physical, cognitive and affective skills in the body of the lesson and concluding with a consolidation of learning through playful activity. Content will be drawn from games, outdoor and adventure activities, gymnastics and athletics (the voice of teacher participants will be important here to drive the content focus) providing the platform for practical exploration of quality lessons underpinned by an understanding of the key role of the early childhood provider and generalist primary teacher. Aspects of effective use of demonstration by the teacher and/or use of technology will ensure that the background of the teacher in sport and/or physical activity is not emphasised as key to effective teaching. The focus is on ensuring that the strengths of each participant are utilised to ensure that children in physical education classes are provided with the best opportunities to learn through physical education. Purposeful links will be made to the process of school self-evaluation with wellbeing as the central theme underpinned by the context of curriculum redevelopment, where physical education will sit within this area. This module can provide a solid foundation for work planned for the next physical education class or indeed for more longer term planning for physical education for the following term.

Profile of Course leader

Dr. Frances Murphy has a keen interest in supporting teachers to inspire children in the early years and throughout primary school to learn through physical education. Having qualified as a primary teacher, she works in initial teacher education primarily through physical education yet working also to create strong links with SPHE and Gaeilge. Frances has worked with teachers and schools with a focus on assessment and inclusive physical education. Her research interests are related to physical education: the history of primary physical education in Ireland, professional development, inclusion, socialisation of teachers, and supporting student teachers to teach quality programmes. She believes that the early childhood educator and the primary generalist teacher have key roles to play in ensuring that physical education can contribute in significant ways to the wellbeing of young children.

PL12 - An Introduction to restorative practices in educational settings

Course Outline

Restorative Practice is evidenced to have a significant impact on reducing the need for, and use of sanctions, fostering more positive relationships between staff, students, and parents/caregivers in educational settings. It has also been shown to increase academic performance due to less time spent on dealing with conflict and/or wrongdoing and more time spent on classroom learning. Restorative Practice increases capacity for emotional and social learning and helps pupils self-regulate when faced with challenging situations and/or people.

Through this course participants will;

• Gain an understanding of Adverse Childhood Experience (ACEs) and Trauma which impact on pupil behaviour
• Explore traditional versus restorative approaches to conflict, harm and wrongdoing.
• Acquire knowledge and skills in addressing disputes or wrongdoing on a relational, human-emotional level

Profile of Course Leader

Martina Jordan, a social worker, worked in the youth justice system for 20 years and was a restorative practitioner and trainer in the Youth Justice Agency NI for 13 years before setting up her consultancy and training company in 2015 (martinajordanrestorativepractices.com). Since then she has provided RP training to numerous schools in NI and bespoke interventions including circles, restorative conferences and mediation to schools which are experiencing particularly complex problems. Martina has also provided restorative practice training in various parts of Europe and South Asia. In April 2018 and November 2020 Martina led the planning, organisation and facilitation of two highly successful symposiums on Restorative Practices in Schools. She is currently leading a project on developing RP with the Education Authority in N Ireland. Martina is a member of the Restorative Practices Forum NI, a board member of Family Group Conferencing NI and is an approved trainer with the European Forum for Restorative Justice.

PL13 - Practical ways to engage, communicate and build partnerships with parents/guardians and carers in primary school

Course Outline

This course will offer teachers, and school leadership a space to explore and reflect on effective communication with parents/guardians and carers with discussion on positive approaches to conversations and discussions. The course will also explore examples of school communications and activities between home and school that can strengthen home-school links, raise the profile of a schools teaching, learning and activities using social media, in-school administration systems, classroom activities that involve parents/guardians/carers etc. This course will be of interest to teachers and school leaders who wish to reflect and build on their knowledge, skills, and practice in strengthening partnerships with parents/guardians/carers. 

Profile of Course Leader

Paul Knox is currently a lecturer in SPHE, having previously worked as a classroom teacher and principal in a primary school in Killbarrack, Dublin 5. He has an interest in supporting teachers and school leaders to reflect and develop positive strategies and approaches to communication that can strengthen partnerships with parents/guardians/carers in a practical way.

PL14 - Godly Play

Course Outline

Godly Play is a form of spiritual accompaniment with children. Rooted in Montessori principles and emanating from the Christian tradition, it uses storytelling and play to invite children to connect with Parables, Sacred Stories and liturgy. The children's natural curiosity is nurtured through Godly Play and it offers them a unique space to wonder about the mysterious presence of God. The approach is used worldwide in many different contexts including schools. 
This course will offer participants a chance to experience Godly Play for themselves, to learn about its methodology and to explore how it might supplement their RE teaching in schools of a Christian denomination. It is participative in nature and hands on. 

Profile of Course Leader

Dr. Cora O'Farrell began her career as a primary school teacher and has been teaching RE at third level for over twenty years. She is currently the Director of the Mater Dei Centre for Catholic Education. She is passionate about Godly Play and contemplative pedagogies. Cora is a Godly Play trainer with Godly Play Ireland.

PL17 - Understanding, Living and Leading the Ethos in a Catholic Primary School

Course Outline

Catholic Ethos, so what? All schools, whether established by the state or by one or other voluntary group, 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 Irish primary schools not as an abstract or aspirational concept, but as something that is actively lived by school communities. Participants explore what is distinctive about a Catholic ethos; the lived reality of the ethos in a Catholic primary school; how the ethos underpins, contributes, and enhances teaching and learning across the curriculum, and lastly the partnership model of leadership that it promotes at school level as well as amidst the governance and provision of primary education in a pluralist Ireland. 

Profile of Course Leader

Dr David Kennedy (BA; MA; PhD; SFHEA) is Assistant Professor of Theology and Religious Education in the School of Human Development at IOE, DCU. He has worked extensively with national management and patronage/trusteeship bodies in Catholic Education in the Republic of Ireland in the area of ethos development at primary and post-primary level.

PL19 - Introduction to legal issues for teachers

Course Outline

This course, which will take place over three evenings, offers 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 Johnson is a practising barrister with a particular interest in Child Law and Education Law. She previously authored, tutored and assessed modules on the post-graduate Diploma/MA degree programme ‘Education and the Law’ in St. Angela’s College, Sligo/NUIG and was a module leader on that programme. She lectures on a wide range of legal areas and cases relevant to school personnel including Management Bodies, Boards of Management, Senior Management, Teachers and other school personnel.

PL26 - Creativity and Creative Writing in Primary Education

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 primary school 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

Nora Nic Con Ultaigh is a representative of the creative writing centre ‘Fighting Words’ in DCU. 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.

Colm Ó Cuanacháin is Executive Director of Fighting Words, and has been coordinating the Fighting Words teacher education, research and CPD programme based at DCU's Institute of Education for the past three years.  He worked as a primary school teacher and principal before completing a PhD in human rights education and moving to work with NGOs in Ireland and internationally focused on development and human rights including a focus on participative approaches and education.

PL27 - Outdoor Learning in Primary School

Course Outline

This course aims to inform teachers about the benefits of Outdoor Learning while also giving them the knowledge and skills associated with facilitating quality Outdoor Learning in Irish primary schools. This course will provide a greater understanding of Outdoor Learning and its benefits to Primary school children. We will review current research surrounding Outdoor Learning and discuss national and international Outdoor Learning practices. A workshop on the Outdoor Learning space will be conducted, with a specific focus on creating an Outdoor Learning space on school grounds. Finally, we will focus on Outdoor Learning lesson design. We will examine how we can use the outdoors to enhance teaching and learning by including a variety of curricular areas into Outdoor Learning lessons.

Profile of Course Leader

Rachel Rafferty is a primary school teacher and a Masters by Research scholar in the Institute of Education at DCU. Rachel is currently researching children’s sense of Learner Identity when experiencing Outdoor Learning in Irish primary schools. At present, Rachel is the Teaching Assistant in Physical Education in the IoE while on career break from her school. As a Canadian canoe instructor Rachel has worked in Outdoor Adventure centres all over Ireland. Having studied Friluftsliv (outdoor living) in Norway, Rachel has brought Outdoor Learning into her school and classroom as a method of teaching the Irish primary school curriculum.

PL30 - Bullying prevention and intervention course for teachers

Course Outline

• Defining Bullying (e.g. cyberbullying, identity-based bullying)
• Victims, Bullies and “The Bullying Circle”
• Consequences of Bullying
• DE (2022) Cinéaltas: Action Plan on Bullying; Implementation Plan (2023)
• DE Circulars and Procedures
• Nuts+Bolts: An Anti-Bullying Policy Reflective Framework
• Bullying Prevention and intervention strategies
• School’s Role/Teacher’s Role/Parents’ Role
• Bullying Resources, Methodologies and Support

Register for a place on the programme or for further information please contact Seline.Keating@dcu.ie 
Once the 10 free places are filled, interested teachers can still avail of this course but the normal rate of €100 will apply.

Profile of Course Leader

Dr. Seline Keating is an Associate Researcher at the National Anti-Bullying Research and Resource Centre (ABC) at DCU. Seline lectures in Social, Personal and Health Education (SPHE) in DCU Institute of Education. Seline’s Masters in Aggression Studies focussed on developmental psychology, aggressive/bullying behaviours, bullying prevention/intervention strategies and, formulating and assessing a school’s Anti-bullying policy and Code of Behaviour, while her PhD research explored child development in the context of mass media and their effects on a child’s psychosocial development and well-being. From 2009 to 2011 she worked with the ABC delivering bullying prevention and intervention workshops to parents, teachers and pupils in both primary and post-primary settings. 

DCU Anti-Bullying Centre (ABC) is a national university designated research centre located in DCU’s Institute of Education. The Centre is known globally for its research excellence in bullying and online safety. It is home to scholars with a global reputation as leaders in the field and hosts the UNESCO Chair on Tackling Bullying in Schools and Cyberspace.. The work of the Centre builds on 25 years of research undertaking the first studies on school, workplace, homophobic and cyberbullying. The extent of ABC resources and the collaboration between disciplines drive quality education, understanding and innovation in this field.

The objectives of the Centre are aligned to support the United Nations overarching goal to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030” (SDG4) and supports the implementation of the Government of Ireland’s Cinéaltas: Action Plan on Bullying (2022), the WRC/HSA Joint Code of Practice on the Prevention and Resolution of Bullying at Work (2021), Action Plan for Online Safety (2018-2019), and the Wellbeing Policy Statement and Framework for Practice (2018-2024).