Modules - Open Pathways

Module - Thinking Education (10ECTS)

When: Semester 1

This module is in two parts, with each two hour session divided into (1) a one-hour interactive lecture, and (2) a one hour seminar on set readings. In the first part, the introductory lectures introduces and interrogates some of the central ideas of ancient and modern philosophers that have a bearing on educational theory. Some of the key thinkers include, inter alia: Plato, Aristotle, Descartes, Hannah Arendt, Michel Foucault, Donna Haraway, Kimberlé Crenshaw, Nancy Cartwright. This background informs the weekly seminars in the second part which are based on readings in contemporary theory, where students discuss their reading.

Learning Outcomes:

On successful completion of the module students should be able to:  

Read a text reflexively in ways that reveals to them multiple meanings and possibilities inherent in a text;

Understand the steps in an argument and be able to link the argument to others made in a similar or different context;

Articulate their understanding of the different textual modalities of philosophical and theoretical work;

Draw on conceptual and philosophical resources to reflect on their own educational and/or professional experience;

Reflect on, articulate and defend their own position in relation to those of others.

Demonstrate the ability to critically analyse, and if necessary alter their position, in response to critique and feedback.

Module - The Individual in the Family (10 ECTS)

When: Semester 1

This module explores Bronfenbrenner’s bio-ecological systems theory as a framework for understanding the development of individuals within family and educational contexts. It examines the multiple interconnected layers of influence, from the immediate settings of the microsystem, such as family and school, to the broader societal influences of the macrosystem. Particular attention is given to the temporal and transitional aspects of development, as outlined in the chronosystem, and how these dynamics shape individuals over time. The module covers key theoretical perspectives, including psychodynamic and systemic approaches, alongside Bronfenbrenner’s model, to analyse family function and dysfunction. Students will critically engage with classic and contemporary understandings of attachment, family systems theory, and the implications of social, cultural, and policy factors on family dynamics. Through this module, students will gain the ability to apply these theoretical frameworks to practical challenges in family, educational, and societal settings.

Learning Outcomes:

On successful completion of the module students should be able to:  

Demonstrate a systematic understanding and critical awareness of Bronfenbrenner’s Ecological and Bio-ecological Systems Theory, including its evolution and the PPCT model, as foundational concepts in developmental psychology

Apply Bronfenbrenner’s frameworks to analyse and address real-world challenges in early childhood education, family dynamics, and other developmental contexts, showcasing practical expertise in applying psychological theory

Critically examine the role of adverse childhood experiences and intergenerational trauma within developmental processes and their implications for educational practice and policy

Investigate how educational and social phenomena, such as bullying and cyberbullying, can be interpreted and addressed using Bronfenbrenner’s theories in educational settings

Synthesise insights from Bronfenbrenner’s legacy to critically reflect on the broader understanding of families and individual development, effectively communicating these ideas to both specialist and non-specialist audiences

Module– The Individual in Broader Societal and Temporal Contexts (10 ECTS)

When: Semester 2

This invites discussion and provides insights into diverse perspectives on the human experience within the wider societal, educational, and temporal frameworks that shape our understanding of individuals. A key component of this exploration involves examining the contrasting approaches to research, knowledge, and intervention presented by mainstream and critical alternatives to psychology. Additionally, we will explore broader societal issues such as trauma-informed education, digital literacy, policy development, and more, emphasising their impact on individuals and communities.

Learning Outcomes:

On successful completion of the module students should be able to:  

Critically analyse how societal, educational, and temporal contexts influence and shape human experiences and behaviours, demonstrating a systematic understanding of current problems and developments in education and related fields

Compare and evaluate mainstream and critical psychological approaches to research, knowledge, and intervention, applying critical awareness to identify strengths, limitations, and new developments in these approaches.

Examine the impact of societal issues such as trauma-informed education, immigration, and policy development on individuals and communities, reflecting on the practical implications for curriculum, leadership, and change management

Integrate theoretical insights from psychology and related disciplines with practical applications to address real-world societal and educational challenges, demonstrating expertise in managing change and innovation in educational settings

Reflect critically on the interplay between individual experiences and broader societal structures, synthesising insights to develop and communicate effective research-informed approaches to both specialist and non-specialist audiences

Module – Curriculum, Assessment & Supervision (10 ECTS)

When: Semester 2

The content of this module will cover:

An introduction to the key ideas of content, process, context, and practice in curriculum theory.

Situating curriculum design socially, historically, and autobiographically within a discipline.

Access and inclusion in curriculum, and the teacher as both a private and public intellectual.

An introduction to formative and summative modes of assessment, including the use of group and self-assessment in higher education, and the use of ICT in assessment.

An introduction to different forms of pedagogy related to the context of higher education and adult education more generally.

Learning Outcomes:

On successful completion of the module students should be able to:

apply selected models of curriculum design to the construction of learning modules in the disciplines

construct a module in the discipline with rationale, aims, learning outcomes and syllabus

analyse and evaluate different modes of assessment that can be integrated in modules to achieve learning outcomes (

apply the pedagogical concepts explored in the module within their own disciplinary contexts, and teaching and learning environments

Module - Traditions, Powers & Contexts (10 ECTS)

When: Semester 1

The content of this module will cover:

Introduce the key historical developments in European and Irish higher education.

Offer an introduction to the key sociological concepts and dimensions of higher education, including social stratification and reproduction, academia and the labour process, and social, cultural and economic globalisation.

Provide a critical introduction to key policy developments in higher education from global, European and Irish perspectives, including the development of the knowledge-based economy, massification, social inclusion, widening participation, and managerialism.

Offer an introduction to key philosophical concepts associated with higher education, including Building, ethics, epistemology, selfhood, and identity.

Learning outcomes:

On successful completion of the module students should be able to:  

apply selected historical, sociological and philosophical concepts in relation to the field of higher education

communicate and articulate an informed ethical, social and cultural stance on issues related to higher education

analyse and identify the past, present and future policy trends in higher education through deconstruction of policy documentation

apply the concepts explored in the module within their own disciplinary contexts, and teaching and learning environments

appreciate the importance of these historical, sociological and philosophical concepts in their own professional development

Module - Key Constructs and Issues in Educational Leadership and Management (10 ECTS)

When: Semester 1

This module introduces leadership and management in education, exploring the fundamental theories and practices that define educational leadership. Participants will critically examine the distinctions between leadership and management, analysing their roles in contemporary educational contexts. The module delves into key areas including collaborative leadership, national policy frameworks, professional standards, and school self-evaluation. Critical themes of change management, professional inquiry, and the leadership dimensions of equity, diversity, and inclusion are investigated. By bridging theoretical insights with practical applications, the module aims to develop participants' understanding of educational leadership as a dynamic, contextually responsive professional practice.

Learning outcomes:

On successful completion of the module students should be able to:

Critically analyse contemporary leadership and management theories relevant to educational settings

Evaluate the interplay between national educational policies and leadership practices, particularly in respect of policies connected to leadership and evaluation

Demonstrate advanced knowledge of approaches to fostering collaborative and distributed leadership

Critically assess the role of leadership in promoting equity, diversity, and inclusion within educational institutions

Synthesise reflective professional inquiry techniques to strategically navigate educational change processes

Module – Leading Student and Professional Learning (10 ECTS)

When: Semester 2

This module explores the critical role of educational leadership in promoting student and professional learning. Participants will engage with comprehensive approaches to understanding learning organisations, examining pedagogical theories, adult learning principles, and the science of learning. The module critically investigates contemporary issues in educational leadership, including accountability, quality, reform, and professional development strategies. Through a blend of theoretical engagement, contemporary evidence-based insights and practical applications, the module provides a nuanced exploration of leadership approaches that support both student and professional learning. Guest lectures from national and international stakeholders will enrich participants' understanding of complex learning dynamics, with a particular focus on schools as professional learning communities and networks.

Learning Outcomes:

On successful completion of the module students should be able to:

Critically evaluate pedagogical theories and advanced learning sciences, demonstrating sophisticated understanding of their application in educational leadership contexts

Critically analyse contemporary approaches to student and professional learning, synthesizing research, policy, and innovative practice

Design and evaluate strategic leadership interventions that transform professional learning communities and enhance organisational learning capabilities

Develop and articulate evidence-based leadership strategies that promote adaptive, responsive, and collaborative learning environments for students and professionals

Module - Philosophies of Music Education (10ECTS)

When: Semester 1

This module explores the core philosophies that underpin music education. We'll examine different philosophical frameworks in order to understand the principles, goals and values guiding music education. In addition to critically examining key philosophical perspectives, this module encourages self-reflection, questioning our own assumptions, values and beliefs. Through this module, you will not only gain a deeper understanding of the diverse and complex nature of music education, but also of your own identity as an educator.

Topics include:

Exploring the extensive perspectives on the purpose of music in education
The value of music and music education
The views of influential thinkers in music and music education
Democracy in music education
Ethics in music education

Learning Outcomes:

On successful completion of the module students should be able to:  

interrogate the historical perspectives on the value and

role of music in education

critique the value of philosophy in creating and sustaining

a rationale for artistic provision (specifically music education)

critically appraise the value of having a personal philosophy of the music and the arts in education, and articulate and engage with a personal philosophy of music in education

identify and apply positive ways of nurturing a sense of group and individual responsibility, and sustain informed debate on ethics in music education

critically appraise the role of music (and the arts) in exploring civic, social, personal, and health issues

Module - ICTs in Education (10ECTS)

Semester: 2

In this module, participants will engage with contemporary issues related to technology in education. Situated within a global context and drawing on the latest published research and policy literature the module will enable participants to develop a critical perspective on the role of technology and digital learning in education. The module content explores topics such as: the arguments for and against technology adoption, understandings of 21st century teaching and learning, online and blended learning, technology policy for schools, and the role of emerging technologies (including artificial intelligence) in framing our conceptions of the future of education. The module employs an interactive and discursive teaching/learning methodology that encourages students to engage in critical discussion based on the focused reading of weekly assigned literature.

Learning Outcomes:

On successful completion of the module students should be able to:  

Demonstrate an awareness of contemporary issues and perspectives related to the role of technology and digital learning in education and reflect an understanding of the complexity of the interface between technology and education

Develop and articulate evidence informed arguments which relate contemporary perspectives regarding technology in education to school and classroom practices and to broader society

Critique how technology and digital learning has been reflected in education policy initiatives internationally; and appreciate how the future of education may be influenced by technology

Identify and systematically investigate one issue relevant to their interests and professional contexts, and communicate their findings using appropriate academic conventions

Module - Foundations of Inclusive Education (10ECTS)

When: Semester 1

This module provides a foundational and critical introduction to inclusive education. It addresses historical and policy developments, examining various theoretical and practical frameworks that shape inclusive practices and educational environments. Through personal and group reflections and collaborative activities, students will engage deeply with contemporary and pressing topics, enriching their understanding of the theoretical and practical implications of inclusive education.

Students will explore a diverse range of literature in the field, laying the groundwork for meaningful engagement with this dynamic area of study and fostering their ability to critically reflect on and apply these concepts within their own professional settings.

Learning Outcomes:

On successful completion of the module students should be able to:  

Develop a comprehensive understanding of the historical and policy contexts of inclusive education

Critically analyse different models of disability/diversity and their implications

Examine how intersectionality shapes educational experiences and outcomes

Apply principles of inclusive pedagogy to create supportive learning environments

Communicate insights and findings effectively to both specialist and non-specialist audiences.

Module - Research perspectives on Inclusion (10ECTS)

When: Semester 2

This module delves into the nuanced challenges and opportunities involved in conducting meaningful and ethical research in inclusive education. It provides a comprehensive exploration of participatory research approaches, emphasising the importance of collaboration and the active involvement of stakeholders in educational research settings. By examining both traditional and innovative inclusive methodologies, students will critically engage with the theoretical and practical dimensions of inclusive research.

A key focus of the module is on fostering reflexivity, enabling students to interrogate the role of the researcher and consider their positionality, biases, and the power dynamics inherent in educational research. Through a blend of collaborative activities, peer learning, and individual tasks, students will develop essential skills to bridge the gap between research and practice. This module equips students with the tools and perspectives necessary to design and implement impactful, ethical, and inclusive research projects, contributing to the advancement of this dynamic and evolving field

Learning Outcomes:

On successful completion of the module students should be able to:  

Demonstrate an understanding of critical and ethical dimensions of inclusive education research

Analyse and apply participatory research methods to inclusive education

Integrate research insights with inclusive teaching practices

Critically reflect on the role of the researcher in inclusive contexts

Communicate insights and findings effectively to both specialist and non-specialist audiences

Module - Assessment and Evaluation in Education: Issues and Applications (10ECTS)

When: Semester 2

This module explores advanced topics associated with educational assessment. Participants are provided with the opportunity to relate contemporary assessment theory with applied practice internationally, developing critical insights about why assessment is planned, how it is implemented, and how it links to system evaluation, improvement, and policy. Content ranges from practice and implications of assessment at the individual and group/institutional level to more general policy and evaluative functions of assessment at national and international levels. A discursive methodology is employed that encourages students to engage in critical discussion within the class based on focused reading of the literature.

Learning Outcomes:

On successful completion of the module students should be able to:  

Source, comprehend, and critically engage with a range of relevant literature, drawing on print and digital resources.

Apply relevant assessment-related concepts in the context of education policy and practice and in relation to their own current and/or future professional roles.

Engage in collaborative dialogue and articulate informed opinions on a range of issues drawn from the areas of student assessment and measurement and their interface with system evaluation and improvement.

Examine and systematically investigate one issue relevant to their interests and professional contexts, communicating their findings using appropriate academic conventions.

Module - Academic Literacy: Planning Research in Education (10ECTS)

When: Semester 1

Within Academic Literacy: Planning Research in Education students will learn key aspects of the research process, as they work as emerging researchers, including positionality, bias and ethics. They will explore research approaches, methods and designs, including methods of analysis. As they move through the module they understand and develop the key aspects of academic literacy and writing and will have refined their own research aims and research questions for their dissertation.

Learning Outcomes:

On successful completion of the MEd Academic Literacy module students will be able to:

Identify and analyse contemporary influences and issues within a chosen area of research.

Reflect upon educational research approaches, methods and designs.

Engage with and review research outputs / findings in educational research.

Review personal, social and ethical issues of and responsibilities in educational research.

Demonstrate skills of academic literacy and writing.

Module - Research Methods: Creating Research in Education (10ECTS)

When: Semester 2

Research Methods: Creating Research in Education equips learners with the knowledge and skills to design, conduct, and present robust educational research. Building on the Academic Literacy module, it introduces qualitative, quantitative, mixed, and creative methods, emphasising ethical, political, and practical considerations. Learners engage with reflexivity, positionality, and iterative research design, applying data generation and analysis techniques to their chosen inquiry. Workshops scaffold dissertation writing, focusing on structuring chapters, presenting data, and articulating contributions to knowledge. By completion, learners will demonstrate methodological confidence, ethical awareness, critical interpretation of findings, and the ability to communicate research to specialist and non-specialist audiences.

Learning Outcomes:

On successful completion of the MEd Academic Literacy module students will be able to:

Articulate positionality, reflexivity, and the role of the emerging researcher

Critically apply data generation and analysis techniques for a chosen area of research

Critically evaluate and articulate research outputs/findings in educational research related to their area of research

Demonstrate familiarity and actions relating to issues of power, vulnerability, and ethical implications for a chosen area of research

Reflect critically on their development as researchers through iterative feedback and reflexive writing

Module - Educational and Social Policy (10ECTS)

When: Semester 2

Explore the critical study of education and social policy in this insightful module that combines theoretical perspectives with factual and empirical examples. Delve into areas such as quantification of the social realm, process of policy formation, ideological underpinnings of policy, varieties of welfare systems, education and law, access and diversity, and climate change in education. Learn through interdisciplinary approaches, including history, sociology, and critical policy studies, and detailed case studies of both Irish and international policy contexts.

Learning Outcomes:

On successful completion of the MEd Academic Literacy module students will be able to:

Articulate an in-depth understanding of a range of scholarly and critical approaches to educational and social policies internationally

Apply these scholarly and disciplinary perspectives to develop a rigorous critique of policy

Appreciate the relevance of political and cultural contexts, and value orientation, of policy

Evaluate the implications and outcomes of policies that follow on from contexts and values (often hidden) aspects underlying policy formation

Disseminate their analysis of policy of their choice through effective written, verbal and where appropriate visual communication to a wider audience

Module - M.Ed. Dissertation (30 ECTS)

When: Both Semesters

The Dissertation module consists of a 15,000-word supervised Dissertation. The M.Ed. Dissertation aims to enable students to undertake a more in-depth study of an aspect of their chosen area of study than is possible through their modular studies.

Learning Outcomes:

On completion of the M.Ed. Dissertation, students should be able to demonstrate:

A critical awareness of contemporary issues and problems within the student’s chosen knowledge domain;

Expertise in original research which contributes to practice and/or knowledge;

Critical interpretation of, and application of, knowledge;

Expertise in empirical and/or non-empirical forms of research related to their chosen knowledge domain;

Critical reflection on professional, social, and ethical responsibilities linked to the application of their knowledge and judgments;

Ability to take responsibility for the intellectual activities of individuals and/or groups;

Effective communication of their conclusions (and the rationale and processes underpinning these) to specialist and non-specialist audiences;

Ability to undertake self-directed or independent learning.

Module - Arts-based Methods (10ECTS)

When: Semester 1

This module explores arts-based research theory and practice in educational research. The module illustrates how arts-based methods can be used at any phase of qualitative research – from formulating research questions to analysis and dissemination, using pre-existing artwork, original artwork, and/or collaboration with research participants to create new artefacts. Taking a praxial approach, where theory informs practice and reflection to create new understandings, the module highlights how arts-based methods can access aesthetic ways of knowing – sensory, emotional, embodied, and imaginative. The module is grounded in the premises that arts-based methods can be applied across all areas of educational research, from arts to science education, as long as conducted within an ethical framework. The module considers a range of issues related to reflexivity and ethical practice in arts-based research, drawing examples from contemporary studies.

Learning Outcomes:

On successful completion of the module students should be able to:  

Develop a research-informed perspective to how the arts can inform qualitative research

Recognise the potential of arts-based approaches in qualitative research for exploring pedagogical, societal and psychological issues in education

Cultivate a variety of ethical strategies related to arts-based educational research

Map out a range of arts-based research methods, drawing on different art forms

Engage in critical reflection on the role of reflexivity in arts-based methods

Module - Bilingualism and multilingualism in education (10ECTS)

When: Semester 2

In this module, participants will engage with cognitive, social and political dimensions of bilingualism and multilingualism in education. Although situated within the global multilingual context, participants will draw on the Irish context, including the Irish-language context, to explore the opportunities and challenges associated with developing proficiency in more than one language under the conditions of globalisation and late capitalism. Participants will critique theories of bi/multilingual language development and will engage with and assess educational models for bi/multilingual language users.

Learning Outcomes:

On successful completion of the module students should be able to:  

Demonstrate an awareness of the dynamics of bilingualism/multilingualism in education and of the language developmental trajectories of individuals who use more than one language

Critique the manner in which bilingualism/multilingualism are incorporated (or otherwise) into educational models internationally

Examine language education provisions for bilingual/multilingual users of minority languages

Relate theories and concepts in bilingualism and multilingualism research to school and classroom practices and to broader society

Module - Citizen Science (10ECTS)

When: Semester 2

In this module, students will explore the evolving relationship between science, society, and citizen engagement. Through a blend of historical analysis, ethical considerations, and practical applications, students will gain a comprehensive understanding of citizen science. Topics covered include the history of science, the scientific method, ethical dilemmas in research, science governance and policy, inclusive citizen science practices, and case studies of both successful and challenging citizen science projects. Students will develop a critical understanding of engagement for learning and societal impact.

Learning Outcomes:

On successful completion of the module students should be able to:  

Critically evaluate the historical development and contemporary trends in citizen science, analysing its societal impact and ethical implications.

Apply knowledge of research ethics and responsible conduct of research to the design and implementation of citizen science initiatives.

Analyse citizen science case studies, identifying current practices, challenges, and opportunities.

Develop ideas for citizen science initiatives that address societal needs, incorporating inclusive practices and strategies for effective public engagement.

Evaluate the role of science governance and policy in shaping citizen science initiatives, considering the impact of these factors on project design, implementation, and learning.

Module - Embodied Learning (10ECTS)

When: Semester 2

This module introduces embodiment theory and practice in arts education. Taking a praxial approach, where theory informs practice and reflection to create new understandings, the module encourages students to engage with and reflect on the principles of embodied pedagogy and their implications for teaching and learning through the arts. Embodiment conceptualises learning as a process not limited to the thinking brain, but one that is situated in the body and activated through presence, experience and reflection-in-action. An embodied approach to pedagogy can help learners access knowledge beyond words, which is particularly beneficial for students who find verbal language challenging, exploring engagement through movement, imagination, emotions and creativity. The module considers embodiment from an inclusive perspective, covering areas such as embodiment and multilingualism, embodiment in forced migration educational settings, and embodiment in the context of learning and intellectual disabilities.

Learning Outcomes:

On successful completion of the module students should be able to:  

Develop a research-informed perspective to how embodiment affects the learning process in arts education

Recognize the role of embodiment in relation to pedagogical, societal and psychological issues in education

Cultivate a variety of pedagogical strategies related to embodied learning, in and through the arts

Map out a range of embodied research methods, drawing on different art forms (PLO5);

Engage in critical reflection related to the role of embodiment for inclusive education

Module – History and Historiography of Education (10ECTS)

When: Semester 2

This course concerns how we can interpret or understand the ‘acts and facts’ of western European history generally, and history of education in particular, from c500BCE to the mid-C20CE, first by exploring those acts and facts and then by subjecting them to a range of analyses following various historiographical traditions.

Learning Outcomes:

On successful completion of the module students should be able to:  

research matters related to their field of study and place them in an historical context;

exhibit systematic understanding and critical awareness of current problems and new developments in historiography as they relate to educational issues;

effectively communicate the results of their research in history to both specialist and non-specialist audiences.

Module - Best Practices in Mathematics Education (10ECTS)

When: Semester 2

The Best Practices in Mathematics Education module offers an opportunity to engage with theory and practice to support the meaningful integration of recent reforms of mathematics curricula, in the classroom. This module provides a foundation in relevant theory, and a background to recent reforms. It offers participants opportunities to engage with practical and useful approaches to ensure that their students are motivated and actively developing their mathematical proficiency.

Learning Outcomes:

On successful completion of the module students should be able to:  

Recognise the influence of historical developments of mathematical education and identify how this can be related to the current school curriculum.

Debate the strengths and weaknesses of emerging practices in teaching and learning mathematics.

Appraise the value of digital technology and other resources as effective classroom tools for teaching and learning.

Analyse and explain best practices and developments in catering for inclusion in the mathematics classroom.

Design learning experiences that reflect best practices in mathematics education.

Module - Theories for Inclusive Education in Mathematics (10ECTS)

When: Semester 1

This module supports participants to recognise and address the learning needs of the increasingly socio-economically, ethnically, linguistically, and culturally diverse populations in their classrooms.

This module will equip participants with the knowledge and skills to critically evaluate traditional and reform practices in mathematics teaching, examining the extent to which they meet the learning needs of underrepresented students, or how they may contribute to lower levels of engagement and lack of success in mathematics learning. The module will involve collaborative discussion and critique of pertinent research and theoretical frameworks, and will encourage exploration of opportunities to implement and reflect upon new pedagogical strategies.

Learning Outcomes:

On successful completion of the module students should be able to:  

Critically identify and reflect on current issues, strategies and barriers relating to social justice and mathematics education.

Identify and evaluate theoretical frameworks of education appropriate for exploration of issues relating to social justice and mathematics education.

Articulate and apply arguments, concepts and theories of inclusive education and social justice to their own context, using them as a lens to examine their own teaching and learning as mathematics educators.

Engage critically with a wide variety of literature in the domain of inclusive pedagogy and evaluate its relevance to mathematics teaching and learning.

Analyse, discuss and communicate (both orally and in writing) research in the area of inclusive education in mathematics, and its implications for developing best practices in the classroom.

Module - Performance Pedagogy: Practical musicianship and the pedagogy of performance (10ECTS)

When: Semester 1?

The Performance Pedagogy Module combines research-informed approaches with practical choral leadership experience. Drawing on established pedagogical theories and current research, we will explore effective rehearsal techniques, from warm-ups to performance preparation. As part of the learning process, class members form the choir (no previous singing experience is required). This provides direct experience of learning, for example, to use canons to develop musical confidence, discovering research-supported approaches to teaching pitch and rhythm, and exploring strategies for achieving quality choral sound. By integrating theoretical insights with practical experience, this module offers a comprehensive approach to understanding performance pedagogy.

Topics include:

Conducting technique

Rehearsal technique and preparation

Score preparation and anlysis

Improvisation

Vocal health

Learning Outcomes:

On successful completion of the module students should be able to:  

To demonstrate the ability to read, analyse and interpret a choral score

To develop the coordination, confidence and techniques to rehearse and perform a work for choir

To reflect on, to critique and to analyse the work of other conductors/performers and scholars

Articulate the essential elements or fundamental principles of performance and of the pedagogy of performance

To appraise and creatively interpret an established score in preparation for rehearsal and performance, and to display strong critical analysis of performance in general and of the techniques demonstrated by selected influential conductors/performers

Module - Perspectives on Language Development (10ECTS)

When: Semester 1

This module aims to provide students with a comprehensive overview of issues pertaining to language and language education. It explores key issues and concepts in language. It aims to offer a theoretical perspective, encouraging students to reflect on what language is, from a developmental point of view. Given the breadth and range of research in the field, the module will aim to examine how competing theoretical approaches to language have accounted for language development phenomena in first and second language and how this impacts on education.

Learning Outcomes:

On successful completion of the module students should be able to:  

Articulate the key principles of language learning (first and second language) and the factors affecting language development;

Demonstrate a critical awareness of contemporary and historical theories, questions, debates, issues and problems related to language development;

Assess the nature of the relationship between language and education;

Critically evaluate academic articles with respect to key issues in language development;

Use appropriate supports (e.g. databases, library catalogues, EndNote, Zotero, Excel) to collate and curate academic articles

Module - Science Communication (10ECTS)

When: Semester 1

In this module, students will explore the history, theory, and practice of science communication. The module will chart the development of science communication as well as highlighting current trends and practices nationally and internationally. Students will have the opportunity to reflect on and improve their own communication skills as well as critically considering the role of academic writing, peer-review, and publishing. The impact of mass media, social media, and the creative arts will be investigated along with the intersections between science communication, public engagement, inclusion, and informal learning.

Learning Outcomes:

On successful completion of the module students should be able to:  

Critically analyse the historical development and contemporary trends in science communication, evaluating their effectiveness across various media and contexts (mass media, social media, informal learning, and creative arts).

Assess the role of academic writing, peer review, and publishing in the effective communication of scientific knowledge to diverse audiences.

Demonstrate enhanced skills in science communication, including writing, presentation, and media engagement techniques, through practical application and self-reflection.

Investigate the intersection and interaction of science communication with public engagement, inclusion, and informal learning initiatives.

Compare and contrast national and international approaches to science communication, identifying best practices and areas for improvement within specific contexts