Marino Institute of Education Prospectus_Open Day

PROSPECTUS

2015–16

CONTENTS

2

Life at Marino Institute of Education

1

What our students say

2

Bachelor in Education

4

Bachelor in Science (Education Studies)

6

Bachelor in Science (Early Childhood Education)

8

Student Facilities and Services

10

Professional Masters in Education (Primary Teaching)

12

Professional Diploma in Education (Further Education)

14

Master in Education Studies (Intercultural Education)

16

Master in Education Studies (Early Childhood Education)

18

Master of Arts (Christian Leadership in Education)

20

How to Apply

22

Contact Us

23

AT MARINO INSTITUTE OF EDUCATION YOU CAN...

LEARN with a dedicated focus on education EXERCISE in the gym and fitness room STUDY in the specialised library and resource room

EXPERIENCE a sense of community

GRADUATE from the University of Dublin, Trinity College – Ireland’s best known university throughout the world

PARTICIPATE in small classes

LIVE in the modern on-campus accommodation

RELAX on the beautiful and tranquil campus CARE for yourself through the Counselling and Medical Services LABHAIR GAEILGE nuair is toil leat é

ENJOY the lively, friendly atmosphere

IMMERSE yourself in culture and the arts

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WHAT STUDENTS SAY ABOUT MARINO INSTITUTE OF EDUCATION MIE was most definitely my first choice. It was a case of falling in love at the open day and it’s been a decision I’d make again in a heartbeat.

Whether it’s the surroundings, the courses, or the MIE community, you’ll love ever y aspect of life here.

The B.Ed. course is engaging at ever y level with reminders of what you’re working towards ever y day. The lecturers are exceptionally approachable and experienced in their given fields; you’ll be encouraged and nur tured ever y step of the way.

The B.Sc. in Education Studies is a brilliant course for students to learn about all aspects of education and to experience a different work placement in each year. It provides an ideal foundation for many career opportunities in education.

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Having come to MIE by myself it did seem daunting at first but you settle into life here so quickly and you’ll make friends with staff and students alike, which will make you feel at home in no time!

You’ll always feel there’s somebody there for you should you need them, which is why the friendly communal aspect of MIE is so special.

I couldn’t recommend MIE highly enough.

The sports teams have been successful over the last number of years winning all-Irelands and representing the college in a very positive light.

Overall MIE is a great college and as there is a small number of students in Marino it is certain that you will get to know everyone very quickly.

Marino Institute of Education was a perfect choice for completing my postgraduate qualification in Primary Teaching as it is a small institution which means you’re not a number. Everyone is really open and welcoming and you get to know people so well.

I thoroughly enjoyed my “college experience”, both academically and socially. There is a strong sense of community within Marino Institute of Education which is reflected through a high level of engagement amongst students and one can easily make life-long friends.

The workload was challenging and varied but we made it thanks to the support given to us.

The classes were very interactive which made it enjoyable and fulfilling. My various teaching placements during the course were an invaluable experience due to the backup given to us.

Overall, my time in Marino was extremely positive, with an atmosphere of openness, warmth and encouragement. The course was filled with an abundance of new experiences and challenges, which resulted in me fulfilling my dream.

During my postgraduate studies I was for tunate to have the suppor t of the college and my family.

I am truly grateful for the guidance and suppor t offered by the lecturers who got to know us on a first name basis; I could knock on the door of any of the lecturers, and they always responded to my queries.

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BACHELOR IN EDUCATION WHAT IS THE BACHELOR IN EDUCATION? Helping young people learn has to be one of the most satisfying and rewarding careers of all. By choosing the Bachelor in Education programme you embark on a four year course that will prepare you for working in primary schools in Ireland. You will find out how children learn to read, write, count, and calculate; you’ll learn how to introduce them to the arts, the magic and mysteries of the world around them and to grow and develop in a healthy way.

WHAT WILL I STUDY? Over the four years of the programme you will learn how to teach children aged from 4 to 12. In the foundation studies you will study how children learn, what factors influence their learning and how our understanding of this has changed over time. Advance your own knowledge of curriculum subjects and learn specific methods for teaching all primary school subjects. Experience the challenge and satisfaction of teaching through engaging in school placement in a supportive environment.

SCHOOL PLACEMENT During the four years of the B.Ed. programme, you will have a variety of school placement experiences. You will have opportunities to experience school placements in urban and rural schools, single sex and co-educational schools, multi-grade and single class situations, DEIS schools and Gaelscoileanna nó Scoileanna Gaeltachta.

You will also engage in a Special Educational placement in the second year of your programme. This provides you with the opportunity to experience school life in a variety of contexts.

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GAELTACHT As part of the B.Ed. programme, you must spend time, typically two two-week periods, in the Gaeltacht to develop your knowledge of the Irish language and culture.

Students pay this fee directly to the Gaeltacht College.

WHAT ARE MY CAREER OPTIONS? Most graduates of the B.Ed. programme become primary teachers in schools in the Republic of Ireland. Some travel abroad to teach English as an additional language or to teach in primary schools elsewhere. Occasionally graduates work in areas other than education such as in the media or in research.

WHAT OTHER OPTIONS DO I HAVE? In time some graduates pursue further studies in education at diploma, masters or doctoral level. Such additional qualifications open up possibilities of careers as a curriculum leader in a school, principal teacher, teacher educator, educational psychologist or as an inspector with the Department of Education and Skills.

MODULE LISTING THEMES

YEAR 1

YEAR 2

YEAR 3

YEAR 4

School Placement

Middle Classes

Senior Classes

Early Years Education

Linked to research project

Foundation Studies

• Philosophical & Historical Understandings of Education 1 • Psychology in Education

• Language Study • Sociology/ Psychology in Education • Inclusive Education

• Early Childhood Education • Curriculum & Assessment/ Sociology

• Philosophical & Historical Understandings of Education 2 • Inclusive Education/ Psychology/ Early Childhood Education • Children’s literature studies

Curriculum Studies/ Methodologies

• English Methods/ Irish Methods • Mathematics Methods • Physical Education • Social Personal Health Education (SPHE) • Arts Education (Visual Arts) • Religious Education

• English Methods/ Irish Methods • Physical Education • Social Personal Health Education (SPHE) • Social, Environmental & Scientific Education (SESE) • Arts Education (Drama)

• English Methods/ Irish Methods • Mathematics Methods • Social, Environmental & Scientific Education (SESE) • Arts Education (Music)

Professional Studies/ The practice of Teaching

• Teaching & Learning 1 (Approximations of Practice) • Classroom Communication, Organisation & Management

• Creative Technologies • Integration, Imagination & Innovation

• Teaching & Learning 2 (Assessment/ Differentiation) • Communicative Competence in Irish & English for School & Community

• Reflection on Professional Practice • Teacher as Knowledgeable Professional (Mathematics)

Subject Knowledge/ Content Knowledge Competence Specialism

• English/Irish Language, Literacy & Literature

• English/Irish Language, Literacy & Literature

• Mathematics

• Teacher as researcher/Literacy Specialist

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

CAO codes: CM001 / CM002

No. of Leaving Cert subjects: 6

Duration: 4 years

Min no. of higher level subjects: 3

Award level: NFQ 8

Min no. of ordinary level subjects:3

ECTS Credits: 240

Minimum grades: Maths – OD3, English – OD3, Irish – HC3

Awarding body: University of Dublin, Trinity College

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BACHELOR IN SCIENCE (EDUCATION STUDIES) WHAT IS THE B.SC. IN EDUCATION STUDIES? Education happens in all kinds of places and throughout our lives – not just in school buildings and not just in the early years of our lives. If you choose the B.Sc. in Education Studies, you learn about the many ways, times and places in which people learn, and how these have changed over time. You will come to appreciate how education can enhance people’s lives and how different approaches benefit different people at different times of their lives, depending on what they need to learn. Learn about the formal and informal educational opportunities available to people, whether it is their first or second chance to experience for themselves the benefits of education.

WHAT WILL I STUDY? During the programme you will learn about adult, adolescent and early childhood education through attendance at classes, hands on learning, reading and skill development. The modules delivered on the programme encompass the themes of life-long learning, ethics and social justice, education and culture, and education policies and practices. The modules cover technology, the arts, curriculum and programme design, policy analysis and much more. In addition to the core modules you will select a specialisation module, in an area of interest, which you pursue through the first three years of the programme.

You will also select an optional module each year.

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WORK PLACEMENT A work placement is integral to each year of the programme. This takes place in locations such as education centres, educational publishers, arts/ culture and media organisations, political parties, the Department of Education and Skills as well as in formal educational institutions from pre-school to third level and further education.

WHAT ARE MY CAREER OPTIONS? The degree of B.Sc. in Education Studies provides skills and competencies that would be useful in a wide range of careers. Many opportunities exist in the area of education and training. On completion of the programme you could work as an adult educator, an instructional designer, an education officer, or an education advisor.

WHAT OTHER OPTIONS DO I HAVE? Due to the diverse nature of the programme, upon successful completion of this level 8 programme, students can continue to further study in the areas of training, development and education. They may also apply for the Professional Master in Education (Primary Teaching) programme, in MIE or elsewhere.

MODULE LISTING YEAR 1

YEAR 2

YEAR 3

YEAR 4

How People Learn

Contemporary Issues & Controversies in Education

Understanding Irish Education Policy & Practice

Work Placement: Induction

What is Education?

Curriculum & Programme Design & Development

Studying Teaching

Work Placement: Internship

Adult Education

Adolescent Education

Childhood

Research Methods

Education & the Arts 1

Education & the Arts 2

Evidence in Education

Dissertation

Communication for Education

Development Education

Assessment & Evaluation

Technology for Teaching & Learning

Intercultural Education

Education as Liberation or Oppressor

Specialisation*

Specialisation*

Specialisation*

Optional Module**

Optional Module**

Optional Module**

*Specialisation Electives (Choose one for years 1-3) Gaeilge I, II, III or Education Policy, Leadership and Management I, II, III or Second language teaching and learning I, II, III or Education for Transformation, I, II, III or Instructional design I, II, III

**Optional Modules (Choose one each year) • Oideachas trí mhéan na Gaeilge • Language of education • The law and education • Barriers to education • Understanding educational organisations • Early childhood studies • Financial management in education

GENER AL INFORMATION

FETAC REQUIREMENTS

ADVANCED ENTRY

CAO code: CM010

Full Level 5 Major award, in one of the

Students who have successfully completed

Duration: 4 years

following areas, with distinctions in at least 5

one or more years in a similar fulltime

Award level: NFQ 8

modules: Art (5M1985), Art, Craft and Design,

course at degree level may apply for

ECTS Credits: 240

Creative Craft, Design, Graphic Design,

advanced entry to the B.Sc. programme.

Awarding body: University of Dublin,

Administration, Office Administration, Applied

Such places are limited and applicants must

Trinity College

Social Studies, Multimedia Production,

meet all the minimum requirements of the

Business Studies, Education and Training,

programme and attend an interview.

MINIMUM ENTRY REQUIREMENTS

Information Processing, Cultural and Heritage

Contact admissions@mie.ie for information.

No. of Leaving Cert subjects: 6

Studies, Language and European Studies,

Min no. of higher level subjects: 2

General Studies, Early Childhood Care and

Min no. of ordinary level subjects: 4

Education, Community Care, Community

Minimum grades: Maths – OD3

Development, Health Service Skills,

English – OD3, Language – OD3

Journalism, Music.

Minimum CAO Points Requirement: 310

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BACHELOR IN SCIENCE (EARLY CHILDHOOD EDUCATION)*

* Pending accreditation

WHAT IS THE B.SC. IN EARLY CHILDHOOD EDUCATION? The quality of education and care that children receive in the earliest years of their lives has a huge influence on their subsequent education and happiness. In order to enhance existing provision of courses for preparing early childhood practitioners, Marino Institute of Education is delighted to offer this new level 8 degree which is pending accreditation by the University of Dublin, Trinity College.

The flexible delivery of this programme makes it attractive both to those who intend to work in the sector and to those who are already employed there.

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WHAT WILL I STUDY? Students will study a wide range of courses to help them become knowledgeable, dedicated early childhood practitioners. These include child psychology, play, language and literacy, enquiry-based learning, child care and protection, arts and the early years. You will learn about educators who have influenced the education of young children, including Montessori, Froebel and Vygotsky. You will learn about the Aistear programme and will take education placements in a variety of early childhood settings.

MODULE LISTING YEAR 1

YEAR 2

YEAR 3

YEAR 4

Please contact the institute directly for details of the modules

Please contact the institute directly for details of the modules

Please contact the institute directly for details of the modules

Please contact the institute directly for details of the modules

HOW WILL I STUDY?

WHAT ARE MY CAREER OPTIONS?

A key part of this degree programme is the flexibility of its delivery. Although each year is full-time, classes – online and face to face – will be scheduled to accommodate a wide range of students. That includes students who have just completed the Leaving Certificate or FETAC qualifications and those who are currently employed in the early childhood education and care sector.

Graduates of this programme will have the skills and competence to work in a variety of early childhood education and care settings.

WHAT OTHER OPTIONS DO I HAVE? Graduates of the programme at level 8 may continue to further study in the area of education or in early childhood education at masters level. They may also apply for the Professional Master in Education (Primary Teaching), in MIE or elsewhere.

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

FETAC REQUIREMENTS

CAO code: CM020

No. of Leaving Cert subjects: 6

Full Level 5 Major award, in one of the

Duration: 4 years

Min no. of higher level subjects: 2

following areas, with distinctions in at least 5

Award level: NFQ 8

Min no. of ordinary level subjects: 4

modules: Art (5M1985), Art, Craft and Design,

ECTS Credits: 240

Minimum grades: Maths – OD3

Creative Craft, Design, Graphic Design,

Awarding body: University of Dublin,

English – OD3, Language – OD3

Administration, Office Administration,

Trinity College (pending accreditation)

Applied Social Studies, Business Studies, Education and Training, Information Processing, Cultural and Heritage Studies, Language and European Studies, General Studies, Early Childhood, Community Care, Community Development, Health Service Skills, Music.

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DISABILITY SUPPORT

CLUBS & SOCIETIES I.T. FACILITIES

GAEILGE

CLOISTER CAFÉ

LIBRARY/ RESOURCE ROOM PERSONAL TUTOR RESTAURANT 10

SPORTS

ARTS & CULTURE

FOCUS ON THEORY IN PRACTICE FITNESS ROOM & GYM TCD

STUDENT UNION

CAMPUS ACCOMMODATION COUNSELLING SERVICE

STUDENT LIFE 11

PROFESSIONAL MASTER IN EDUCATION (PRIMARY TEACHING) WHAT IS THE PROFESSIONAL MASTER IN EDUCATION (PRIMARY TEACHING)?

The overarching aim of the programme is to prepare new entrants for the teaching profession and lifelong learning.

On entering the Professional Master in Education (Primary Teaching), students are embarking on a programme that combines professional preparation and research training. The programme emphasises the acquisition of key teaching practices and students are expected to develop a wide range of practical teaching skills both during their time in MIE and on school-based placement.

Alongside this, the programme has a significant academic dimension; and students are required to develop competency in educational research and to complete a dissertation on a relevant research area of their choice.

The Professional Master in Education (Primary Teaching) is a two-year full-time programme which meets the professional requirements of regulation two (primary) of the Teaching Council Regulations.

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WHAT WILL I STUDY? The course includes foundation studies, integrating language study, history of education, philosophy of education, sociology of education, educational psychology, curriculum and assessment, as well as modules in content knowledge and integrated methodologies of all subjects of the primary school curriculum; specialist areas of study also form part of the programme. Theory and practice are closely linked through a variety of cross-curricular teaching, learning and assessment approaches. With a view to the development of the postgraduate student as a reflective, enquiry-oriented practitioner, emphasis is placed on self-directed study as well collaborative research throughout the two years.

WHO IS THE PROGRAMME FOR? The programme is for graduates who already have a degree at level 8 or higher. Some students transfer directly from an undergraduate programme to the Professional Masters in Education. Other students have spent time travelling, or working in another field before deciding to pursue a career as a primary teacher.

MODULE LISTING THEMES

YEAR 1 TEACHING/LEARNING

YEAR 2 THEORY/PRACTICE

School Placement/ Professional Studies

• School Placement (including School Placement Studies) • Approximations of Practice 1

• Advanced School Placement (including Advanced School Placement Studies) • Creative Technologies for Teaching and Learning

Foundation Studies

• Psychology/Early Childhood Education • Inclusive Education (including Special Education, Educational Disadvantage & Intercultural Education)

• Educational Theory & Practice (including History of Education/Philosophy, Psychology/Sociology, Teacher as Research/ Reflective Practitioner)

Curriculum Studies/ Subject Knowledge/ Specialism

• • • •

• • •

• Arts Education (Music & Integrated Arts) • Literacy & Literature • Teaching in Irish Medium Contexts

English Methods/Subject Knowledge Irish Methods/Subject Knowledge Mathematics Methods/Subject Knowledge Physical Education/Social, Personal & Health Education Religious Education Social, Environmental & Scientific Education Arts Education (Visual Arts, Drama)

SCHOOL PLACEMENT

WHAT ARE MY CAREER OPPORTUNITIES?

Students undertake an extended school placement during both years of the course. Each placement takes place over a minimum of four weeks and involves initial pupil observation, assisting the classroom teacher, and preparation for and classroom teaching of all subjects.

Students are required to complete one placement in a special education setting.

Most graduates of the PME programme become primary teachers in schools in the Republic of Ireland. Some travel abroad to teach English as an additional language or to teach in primary schools elsewhere.

GAELTACHT As part of the PME programme, students must spend time, typically two two-week periods, in the Gaeltacht. This fee is paid by students directly to the Gaeltacht College.

WHAT OTHER OPTIONS DO I HAVE? In time some graduates will pursue further postgraduate studies in education at diploma, research masters or doctoral level. Such additional qualifications open up the possibilities of careers as curriculum leader in a school, principal teacher, teacher educator, educational psychologist or as an inspector with the Department of Education and Skills.

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

Duration: 2 years

An honours degree (level 8) or a major award at level 9 or 10

Award level: NFQ 9

and the following Leaving Certificate Grades (or equivalent)

ECTS Credits: 120

Maths – OD3, English – OD3, Irish – HC3

Awarding body: University of Dublin, Trinity College

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PROFESSIONAL DIPLOMA IN EDUCATION (FURTHER EDUCATION) WHAT IS THE PROFESSIONAL DIPLOMA IN EDUCATION (FURTHER EDUCATION)?

This is a two year part-time programme which is intended to equip students with a range of knowledge and skills related to the profession of teaching in Further Education settings. It combines blended learning and educational placements. The face-to-face classes take place on the campus at Marino Institute of Education. The programme is designed to meet the academic and professional requirements of teachers working in FE.

WHO IS THE PROGRAMME FOR? This programme is designed to meet the academic and professional requirements of teachers working in Further Education. It is designed to be attractive to those already working in the Further Education sector, or those wishing to enter the sector.

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WHAT WILL I STUDY? The curriculum includes Foundation Studies, Professional Studies and a Practical Teaching Programme.

The programme is delivered using blended learning, with the face-to-face teaching taking place on campus on Friday evenings and Saturdays. The practical teaching programme includes two distinct educational placements involving both observation and six weeks of assessed teaching practice.

MODULE LISTING YEAR 1

YEAR 2

• • • • •

• • • • •

Historical and Philosophical Understandings of Education How Adolescents and Adults Learn Approaches to Teaching, Learning and Assessment Communication and Technology in Education Educational Placement I

Group Management and Organisation for Learning Contemporary Issues in Education Module and Programme Design and Evaluation Development of a Reflective Stance in Specialised Area Educational Placement II

WHAT ARE THE PROGRAMME AIMS?

HOW IS THE PROGRAMME ASSESSED?

• To prepare students to develop their knowledge, skills, competences and understanding in order to teach in Further Education • To provide a foundation in the theories and practices of lifelong learning, including andragogical approaches to teaching & learning • To develop teaching styles and methodologies appropriate to a wide range of learners and contexts • To develop the theoretical understanding and practical skills to devise and implement programme-appropriate assessment for national certification • To provide supervised and supportive practical teaching experience in authentic Further Education settings

A variety of assessment modes such as reflective journals, presentations, research projects and portfolios, written examinations and assignments is used on the programme.

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

Duration: 2 years part-time

An honours degree (level 8) OR

Award level: NFQ 8

an ordinary degree (level 7) plus an appropriate additional qualification

ECTS credits: 60

or a certified accreditation of prior learning based on a minimum of

Awarding body: University of Dublin, Trinity College

3 years experience in a setting which is relevant to the candidate’s qualifications. The selection process will include attending an interview.

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MASTER IN EDUCATION STUDIES (INTERCULTURAL EDUCATION) WHAT IS THE MASTER IN EDUCATION STUDIES (INTERCULTURAL EDUCATION)?

The Master in Education Studies (Intercultural Education) is an innovative course, which uses a blended approach of face-to-face and online learning. It is open to applicants with primary and post-primary teaching experience. It is particularly relevant to those interested in social justice, equality and diversity.

WHO IS THE PROGRAMME FOR? This programme is for educators who want to better understand the role of education in a diverse society.

The Master in Education Studies (Intercultural Education) is rooted in principles of social justice and equality, and is relevant for all educators.

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WHAT ARE THE PROGRAMME AIMS? • To develop students’ competence in the requisite knowledge, skills and attitudes relevant to interculturalism • To enable students to develop knowledge, skills and attitudes relevant to educating children and young people in a variety of settings, e.g. primary, post-primary, tertiary, and non-formal sector, in the area of intercultural education • To provide students with a high level of theoretical understanding and critical awareness of key issues i n intercultural education • To develop students’ competence in relation to “culturally relevant pedagogy” • To enable students to conduct original research in the area of intercultural education

WHAT WILL I STUDY?

HOW IS THE PROGRAMME ASSESSED?

Students on this programme will study four discrete modules in first year; namely, schools and diversity, inclusion and intercultural education; teaching English as an additional language; religious diversity and intercultural education; and human rights, human rights education, and interculturalism. In year two, students have the opportunity to focus on one of these areas in greater depth. They will develop research skills and prepare a dissertation of 18,000 to 20,000 words on a topic relevant to intercultural education.

Assessment is linked to the modular nature of the programme. It consists of assignments, case studies and a literature review in Year 1, followed by a research proposal and dissertation in Year 2.

MODULE LISTING YEAR 1 MODULE 1

MODULE 2

MODULE 3

MODULE 4

Schools and diversity, inclusion and intercultural education • Aspects of culture and individual cultural backgrounds • Approaches to understanding diversity in society and education • Policy, legislation and literature impacting on culture and education • Effective teaching and learning strategies for the diverse classroom • The inclusive school: building a shared sense of community

Teaching English as an additional language: an intercultural approach • Linguistic diversity i n the context of intercultural education • The role of oral language in the development of English language proficiency • Literacy: supporting the development of English language proficiency • Developing a whole-school and community approach to teaching English as an additional language • Assessment & evaluation

Religious diversity and intercultural education • Religious diversity in the context of intercultural education • Key pedagogical principles underpinning the religious dimension of intercultural education • Encounters with the ‘other’; entering into interreligious dialogue • Learning from the experience of others • Developing a whole-class and whole-school approach to religious diversity and intercultural education.

Human rights, human rights education, and interculturalism • Introduction to human rights and human rights education • Human rights education in schools • Human rights and multiculturalism • Human rights and interculturalism • Global human rights and the intercultural classroom

YEAR 2 MODULE 5

MODULE 6

Research Methodology • Research methodologies and research ethics • The research design process

Research proposal and Dissertation

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

Duration: 2 years part-time

An honours degree (level 8) with at least second class honours,

Award level: NFQ 9

a teaching qualification recognised by the Teaching Council and

ECTS Credits: 90

at least 3 years teaching experience or equivalent professional

Awarding body: University of Dublin, Trinity College

experience. In exceptional cases applicants with fewer than 3 years teaching experience may be considered for the programme.

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MASTER IN EDUCATION STUDIES (EARLY CHILDHOOD EDUCATION) WHAT IS THE MASTER IN EDUCATION STUDIES (EARLY CHILDHOOD EDUCATION)?

The Master in Education Studies (Early Childhood Education) offers a distinctive learning experience based on developing in the participants a deep theoretical understanding and critical awareness of key issues in early childhood education, particularly with regard to the importance of an active, play-based learning environment.

WHO IS THE PROGRAMME FOR? The programme is open to primary teachers, early childhood practitioners and those working with young children in the area of advocacy.

WHAT WILL I STUDY? Participants on this Masters course will be encouraged to think critically and to reflect on their practice. They will examine the research surrounding play, language and other areas of the child’s learning and will share their ideas and develop shared understandings with other students through online forums. They will explore various early childhood thinkers and critically evaluate them. They will initiate a research project on the area of play. There will be an opportunity to work on group assignments and make oral and written presentations.

Learning will be facilitated in face-to-face and online settings. With this approach, it is hoped that the course will produce the highly qualified, highly skilled, reflective and critical practitioners that are needed to implement effective practice.

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WHAT ARE THE PROGRAMME AIMS? • To provide students with a deep theoretical understanding and critical awareness of key issues in Early Childhood Education • To facilitate students in critiquing their knowledge, skills and attitudes in relation to Early Childhood Education • To enable students to add to the body of expertise in their professional practice on a national and international stage in Early Childhood Education • To empower students to initiate research projects independently

HOW IS THE PROGRAMME ASSESSED? Assessment is linked to the modular nature of the programme. It consists of assignments, case studies and a literature review in Year 1, followed by a research proposal and dissertation in Year 2.

MODULE LISTING YEAR 1 MODULE 1

MODULE 2

MODULE 3

MODULE 4

Early Childhood Education: Policy and Practice • International best practice and Early Childhood Education • Early Childhood Education Policy and Practice in Ireland • Theory and Practice of Play in Early Childhood Education • Critiquing Aistear as a play-based curriculum framework • Role of the practitioner in developing the self-regulated learner

Psychology of Early Childhood • Key concepts and debates in Psychology of Early Childhood • Learning Theories: How do young children learn?

• Emotional and behavioural development in Early Childhood • Early Childhood in context

Language and Literacy in Early Childhood Education • Literacy as social practice • Emergent literacy • Oral language development • Formal and informal literacy skills • The role of story in early years’ education

Module 4: Inquiry-based Learning • Key philosophical underpinnings and history of Inquiry-based Learning • Key pedagogical principles underpinning Inquirybased Learning Models • Creating and resourcing and Inquiry-Based Environment • Assessment in Inquiry-Based Learning • Inquiry-Based Learning exemplified in Mathematics and Science

YEAR 2 MODULE 5

MODULE 6

Research Methodology • Research methodologies and research ethics • The research design process

Research proposal and dissertation

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

Duration: 2 years part-time

An honours degree (level 8) with at least second class honours and

Award level: NFQ 9

at least three years teaching experience or equivalent professional

ECTS Credits: 90

experience. In exceptional cases students who meet the honours

Awarding body: University of Dublin, Trinity College

degree requirement but do not have the necessary experience may be considered for the programme.

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MASTER OF ARTS (CHRISTIAN LEADERSHIP IN EDUCATION) WHAT IS THE MASTER OF ARTS IN CHRISTIAN LEADERSHIP IN EDUCATION? The Master of Arts in Christian Leadership in Education is an innovative postgraduate programme, leading to a professional qualification. This programme was established by the Department of Theology and Religious Studies of Mary Immaculate College and the degree is awarded by the University of Limerick. It is offered on two campuses: at Mary Immaculate College, Limerick, and at Marino Institute of Education, Dublin.

WHO IS THE PROGRAMME FOR? The MA is designed as a specialist post-graduate programme to enhance the development of leadership capacity in the primary and second- level educational sector. It is open to principals, vice- principals and teachers aspiring to roles of leadership or management in education. This programme is also relevant for those who work in support of faith-based education.

WHAT WILL I STUDY? The programme content builds on four pillars: Theology, Spirituality, Psychology and Educational Leadership. The programme consists of twelve taught modules. Modules will be delivered in both face-to-face and on-line mode.

Students will also be expected to be in a placement (normally the school where they are currently working) and to complete a minor dissertation. The taught modules will be assessed by a combination of continuous assessment through essays, projects and journal work.

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WHAT ARE THE PROGRAMME AIMS? On successful completion of this programme participants will be able to: • Show a critical understanding of the role of Christian leadership in facilitating teaching, learning and education change • Relate principles of education leadership to a theological vision of the person, society and the educational enterprise • Plan and evaluate the delivery of education based on a holistic view of the human person, including design, implementation and review of a school plan and school policies • Create a framework for reflection on their own personal, spiritual and professional developments as educational leaders in a faith-based educational environment • Demonstrate a familiarity with current legislation pertaining to the management of the whole school environment and the skills in applying it • Evaluate and apply best practice in building a positive teaching and learning environment in the school based on Christian principles, including the provision of Special Needs • Appreciate the nature of the Christian ethos of their particular school and facilitate its support and development

HOW IS THE PROGRAMME ASSESSED? Assessment is linked to the modular nature of the programme. It consists of assignments based on modules in Year 1, followed by a research proposal and dissertation in Year 2.

MODULE LISTING YEAR 1 MODULE 1

MODULE 2

MODULE 3

MODULE 4

MODULE 5

Christology – Jesus in the New Testament

Developing Emotional and Relational Competencies

Education Legislation and Governance

Christian Spirituality and Ethos

The Psychology of Leadership

MODULE 6

MODULE 7

MODULE 8

MODULE 9

MODULE 10

Group Dynamics

A Christian Vision of Humanity for Contemporary Culture

A Theology of Leadership

Ethics and Social Justice

Sacraments and Liturgy

MODULE 11

MODULE 12

MODULE 13

Leading a Catholic School in Contemporary Ireland

Leading Curriculum Learning in a School Context

The Integration Seminar

YEAR 2

MODULE 1

MODULE 2

Research Methodology & Proposal Design

Dissertation

GENER AL INFORMATION

MINIMUM ENTRY REQUIREMENTS

Duration: 2 years part-time

An honours degree (level 8) with at least second class honours.

Award level: NFQ 9

Applicants with equivalent qualifications or substantial relevant

ECTS Credits: 90

experience will also be considered.

Awarding body: University of Limerick

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HOW TO APPLY CAO

FEES

Applicants for the undergraduate programmes must apply to the CAO by 1 February.

The Bachelor in Education is covered by the Free Fees initiative which means that most students will pay only the annual Student Contribution. The Department of Education and Skills does not cover tuition fees for students on MIE’s Bachelor in Science programmes and therefore tuition fees are charged directly to students.

Marino Institute of Education has committed to retaining its fees on the Bachelor in Science programmes at the same level as the Student Contribution which applies on publicly funded programmes. A grant or tax relief on fees paid may be available.

MATURE STUDENTS Applicants who are 23 year of age, or over, on 1 January of the year of entry to the Institute, may apply for entry to the Bachelor in Education or the Bachelor in Science programmes on mature grounds. Mature applicants apply to the CAO by 1 February.

PROFESSIONAL MASTER IN EDUCATION Candidates apply directly to the central college administering the programme in the Dublin/Kildare area.

The Department of Education and Skills sanctions this programme and details of this are carried in the national press. Contact admissions@mie.ie for further information.

OTHER MASTER PROGRAMMES Applicants to the Master in Education Studies programmes or the MA in Christian Leadership in Education apply directly to the institute. Contact admissions@mie.ie for further information.

PROFESSIONAL DIPLOMA IN EDUCATION (FURTHER EDUCATION) Applicants to the Professional Diploma in Education programme (Further Education) apply directly to the institute.

Contact admissions@mie.ie for further information.

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Contact the Institute directly for details of fees for other programmes in 2015–2016.

HEAR/DARE Marino Institute of Education participates in both HEAR (Higher Education Access Route) and DARE (Disability Access Route to Education). Places are reserved each year for students on the B.Ed. and B.Sc. programmes who are eligible for HEAR or DARE. Support for all students with disabilities is provided through the Disability Service in Trinity College Dublin. For further information please contact the Access Officer at access@mie.ie MIE reserves up to 15% of places on undergraduate programmes for HEAR, DARE and Mature applicants.

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PUBLIC TRANSPORT

FURTHER INFORMATION

The 123 bus connects MIE with Trinity College and O’Connell Street in the city centre. The 123 bus also travels close to Heuston Station (8-minute walk).

Admissions Office: 01 805 7752 admissions@mie.ie www.mie.ie

BY CAR

Access Office: 01 805 7744 access@mie.ie

MIE is situated on Griffith Avenue between the Drumcondra Road and the Malahide Road, within easy reach of the M50.

BE SOCIAL marinoinstituteofeducation MarinoInstitute marino-institute-of-education

Campus Accommodation: 01 905 6361 info@collegeliving.ie www.collegeliving.ie Trinity College: www.tcd.ie

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