VCCS2 considers the main themes and issues characterising contemporary visual culture. It does so by giving due attention to the historical precedents underpinning the development of art, design, craft and new media. It also focuses upon the dynamics of visual culture as it grapples with a new age of digital media.

Students completing this module should have confidence and flexibility in connecting these themes and issues to a variety of cultural artefacts pertinent to junior and senior cycle curricula.

Examples will be chosen that are suited to the new Leaving Cert Art curriculum. In year 1, students will look at examples of Irish and European culture from the Romanesque and Gothic up to the twentieth century. In year 2 the focus will be on Modernism and Postmodernism in Europe and particularly Ireland. It will also include contextual content from the Pre-Christian period in Ireland to the present as appropriate. VCCS2 will continue the methodological approach to research appropriate to the level being assessed.

1. Develop further critical skills in describing, interpreting, contextualizing and evaluating cultural artefacts and visual media.
2. Gain a sound understanding of the key themes and issues characterizing the development and future potentials of visual culture.
3. Have a solid grasp of key themes and issues underpinningjunior cycle Visual Artand Leaving Certificate Art specifications.Specific work will be undertaken on the new art curriculum.
4. Deliver a seminar presentation showing an understanding of course material and presentation technologies.
5. Consolidate core skills in research and critical analysis through an understanding of the essay format.
6. Develop further a critical awareness of their own role as teacher in the field of visual culture though gaining an ease with contemporary theories and discourses around the visual.

This module will introduce learners to creative disciplines and pedagogical requirements, focusing on the Junior Cycle Visual Art programme. Learners obtain practical skills though making and experimenting in 2D media – emphasis is placed on drawing, painting, printmaking and photography. Learners also develop and hone pedagogical methods and relevant teaching strategies in relation to the Junior Cycle. They shape and construct learning resources/exemplars to be applied in the classroom. Throughout the module, the skills the learners acquire are mapped and integrated with the five core elements and learning specifications which relate to Visual Art at Junior Cycle.

1. Demonstrate a knowledge of materials, skills and techniques involved in two dimensional image making with respect to Drawing, Painting, Photography and Printmaking.

2. Display visual andpedagogical enquiry, studio and classroom experimentation and creativity by gathering and deliveringresponses to a range ofset briefs.

3. Articulate and synthesise ideas and critical concepts within peer critiques and through active learning.

4. Demonstrateteaching strategiesrelated tothe Junior Cycle Visual Art.

5. Understand and carry out good workshop practice with an awareness of health and safety issues pertaining to studio,workshop and classroom.

The School Placement 2 module prepares student teachers for their school placement in year 2. It is based upon the four pillars of lesson planning and preparation, classroom performance, including pedagogical competence, technical competence and reflective practice. As part of this school placement students are required to spend three weeks in a school. The module addresses such areas as professionalism, child care, lesson planning and preparation, the proper use of teacher resources and aids, and teaching and assessment skills and methods. It facilitates reflective practice and critical thinking. It promotes design-led, innovative and creative teaching, which is student-centred and employs active learning teaching and assessment strategies. It promotes advanced and skilful use of ICT and Educational Technology. These skills are developed through a combination of in-class training, online training, and school-based application, which work together to form a consistent approach. As such, students are required to participate in all elements and display competencies linking the theoretical knowledge and how to apply it to the practical classroom.

A significant amount of independent, inquiry-based research, and practical lesson planning, takes place outside the module contact hours. Students produce a professional teaching e-portfolio detailing lesson plans and critical reflections. Learners will also develop a range of teaching aids and resources to showcase on their portfolio. They will provide evidence of critical reflection in relation to peer teaching and mainstream second-level education.

1. Ethically and professionally collate evidence of practice.

2. Engage in social constructivist, collaborative learning, and problem-based learning through: active learning activities, participation in online fora, and peer reviews and discussions.

3. Critically reflect on peer teaching and school-based performances by means of structured self/peer/tutor rubric feedback and an online forum.

4. Present a professional teaching e-Portfolio incorporating: high-quality lesson plans, teaching resources and critical reflections, to Junior Cycle level.

5. Demonstrate competence in the use of ICT and educational technology in teaching.

6. Apply and evaluate theories of teaching and learning to the context of collaborative, problem-based, design-led, innovative and creative lesson planning.

7. Describe and implement good practice in the field of classroom management, including child protection, rules and routines, positive discipline and motivation strategies.

8. Systematically observe, and reflect upon, key teaching strategies and interventions relating to Additional Education Needs.

This module introduces initial teachers to theories of teaching and learning arising from the field of psychology, and sociology, that can be effectively applied in the classroom to enhance teaching and learning. Areas examined include the application of educational theory in the classroom, classroom and behavioural management, active teaching methodologies, technology and education, inclusive education, differentiated learning, child protection, and reflection. Active and problem-based learning strategies are used to engage and motivate learners and enable them to take ownership of learning. Both individual and group work is facilitated.

1. Demonstrate knowledge of foundational psychological theories relating tolearning, including debates from various psychological perspectives.

2. Explain the origin of sociology andprovide a foundationalaccount of the sociology of education.

3. Provide a comprehensive account of the theory of classroom management, including behavioural management,and the role of reflective practice in classroom management.

4. Show how to integrate differentiation and inclusion strategies into teaching and learning.

5. Identify key areas of Child Care legislation and practice relevant to post-primary schools

Technology Projects 1 focuses on developing learners' fundamental hand skills and techniques whereby each learner is supported through a series of demonstrations relevant to safe material processing. Within this, the function and use of hand tools, power tools and associated machinery typically found in Technology classrooms will be unpacked and appreciated. Learners will acquire competence with the principles and best practices associated with a variety of tool usage, including set-up procedures, safety guards/features, tool design, tool optimisations, health and safety practices with associated maintenance procedures.

1. Know the function, limitations and applications of a variety of tools, including hand tools, power tools and machinery usage.
2. Plan and prepare for the safe operation and set up of a wide range of hand tools, power tools and machines used in the production of component parts.
3. Apply procedures for precise marking, measuring and processing whilst managing safe working practices in a Technology environment.
4. Design, plan and create relevant skill building projects with underpinning pedagogical intent associated with Technology education.
5. Critically reflect on procedures and outcomes with a view to replicate and uphold safe practices in Technology classrooms.
6. Evaluate how machinery and digital technologies contribute to the efficient use of classroom resources specific to Technology education.

This module introduces the learner to the principles and practice of 2D and 3D Computer Aided Design using modern, industry standard software and processes relevant to Technology Education.

1. apply the features of CAD software to generate 2D presentation drawings and 3D digital models.
2. engage the features of CAD software to explore geometric concepts and principles.
3. consider and carefully formulate product assembly drawings and specifications in accordance with relevant standards and Technology education.
4. prepare graphics using correct geometric relationships and proportions and transfer images from CAD software to ICT packages as an aid to compiling a document, making a presentation or producing a photo-real representation of a digital model.
5. appreciate the relationships between CAD, graphics technology, the individual, society and the environment.

Applied Technology 1 is designed to empower learners to develop technological capabilities by engaging with a broad range of materials, software, and processing systems with appropriate health and safety practices. Learners will develop technological skills and knowledge through hands-on experiences whilst exploring CAD & CAM processing systems to solve design-based problems. Central to this module is the development of transversal competencies through a design-based philosophy, emphasising sustainability, product design, STEM, control and manufacturing systems. Learners will evolve their pedagogical understandings, providing a foundation for future advancement specific to technological knowledge, skills and dispositions.

1. promote the relevance of ethically engaging with applied technologies and its wider applications in Technology education and the technological world.
2. synthesise patterns and constraints to solve a design-based challenge specific to Technology education.
3. apply technological skills like CAD drawings, 3D printing, laser cutting and engraving through appropriate software’s and processes.
4. explore a disposition of curiosity and enquiry where learners are encouraged to connect, to innovate, to design and to create in safe learning environments.
5. demonstrate pedagogical practices, underpinned by reflective practice, that align with subject goals in Technology education.

In this module learners enhance their skills in 3D art practices through a range of making and thinking strategies relevant to the creative disciplines of ceramics and sculpture. Focus is placed on the skills, concepts and visual language required to produce appropriate 3D art, craft and design artefacts. Learners are trained in the application of these specialisms to the classroom in order to produce and describe creative and vibrant three-dimensional artworks. They investigate and develop fluency in 3D elements – form, proportion, balance, tension and structure by exploring objects within space and three-dimensional objects as promoted by artists and designers. Throughout the module students respond to both practical tasks and conceptual challenges by creating constructions, installations and artworks with a variety of materials – cardboard, clay, fabric, plaster, plastics, wire, wood, found objects etc. Projects may be individual or collaborative. Critical discussion and reflection are fundamental in integrating theory and practice. During the module learners engage in the wider debates around contemporary art practice as well as the pedagogical requirements, core elements, strands and specifications of both junior cycle Visual Art and Senior Cycle Art through critical reading, peer to peer discussion, critique and seminar.

1. Demonstrate and apply the formal art elements and design principles relevant to the 3D creative disciplines of ceramics and sculpture.

2. Integrate critical thinking and creative problem-solving skills whilst engaging with traditional and emerging media and processes relevant to teaching and learning in Senior Cycle Art programme.

3. Present artworks and artefacts in an appropriate manner which reflects skills and know-how in the 3D and Design processes in the Creative Workbook and Art Portfolio.

4. Demonstrate specialist skills in the areas of ceramics and sculpture and appreciate the health, safety and environmental considerations associated with the materials and processes.

5. Demonstrate an ability to respond to a set brief by engaging in workshop process, debate, seminar and tutorial activity by articulating ideas and design problems.
6. Evaluate and reflect on personal learning process, creative outcomes and identify teaching strategiesrelated tothe Senior Cycle Art programme.

Applied Technology 2 enables learners to be resourceful, confident and reflective learners in the context of Technology education. This module integrates the core areas of design, hand crafting, sustainability and digital manufacture with a specific emphasis on enhancing and advancing the classroom experiences in post-primary education. Learners will evolve their pedagogical understandings specific to project development underpinned by subject and specification goals, making provision for teaching in mixed ability classrooms and inclusive learning environments. The module will reinforce prior learning in hand skills, materials selection and manipulation/processing and introduce more complex technological systems (applied manufacturing and control systems). This module will be process led in order to empower learners to apply and develop competencies associated with traditional and digital techniques and skills.

1. recognise the global importance of science and technology to society, and how these need to be ethically considered.
2. apply technological capability through project work underpinned by design intent and skill execution to produce relevant Technology projects.
3. effectively determine the most suitable technologies available to create unique solutions and fulfil the criteria of a given design challenge, recognising and encouraging diversity.
4. communicate through technology and digital tools, the capacity to learn, to work, to think and to reflect critically in a responsible and sustainable manner.
5. integrate and apply manufacturing systems and techniques related to quality learning experiences to enhance and advance learning in Technology classrooms within post-primary education.

Technology Projects 2 requires learners to apply acquired skills and knowledge to deepen their understanding of technological processes and materials. The module evolves knowledge, skills and dispositions through electronics and applied control systems, processing systems, and communicative technologies. Within the module, learners are empowered to hone their pedagogical knowledge with reference to Technology classrooms in post-primary education. Learners will design, plan and create appropriate tasks/activities that demonstrate pedagogical intent that can be used to support post-primary pupils in their journey of discovery. This module is designed to develop pedagogical thinking in the areas of design and manufacture; materials technology and processing; applied electronic and control systems; information and communications technology; structural & mechanical systems; and related health and safety practices.

1. explain the impact of technology on our everyday lives and how it can contribute to personal, social and economic development.
2. explore, refine, create, and develop technological solutions to positively impact the made world.
3. apply technological skills and dispositions like design, control systems, CAD drawings, 3D printing, laser cutting and engraving through appropriate procedures and processes.
4. demonstrate best practices when planning the proficient and safe use of a variety of software and technology equipment.
5. enact pedagogical practices that align with subject goals in Technology education (Junior and Senior Cycle).
6. develop relevant formative and summative assessments, underpinned by pedagogical practices to solve design-based challenges and relevant to post-primary curricula.

In the Curriculum and Assessment module, students teachers clarify what is meant by the terms 'curriculum' and 'assessment'; they examine definitions and models, and their application in the classroom. Using Inquiry-based Learning (IBL) and Problem-based Learning (PBL) methodologies, students examine international trends in curriculum and assessment as well as contemporary issues in Irish curriculum policy and practice. A primary focus is to facilitate student teachers to gain an understanding of the nature and design of curricula and assessment in post-primary education in Ireland. The module affords them an opportunity to understand curriculum reform and critically evaluate curriculum choices offered at localised levels in post-primary schools. Students identify key stakeholders and appraise the role of key organisations contributing to curriculum and assessment at post-primary level. Students collaborate to develop cross-disciplinary curricular planning grids/schemes of work that incorporate creative approaches to assessment. Students also examine international trends.

1. Plan coherent, progressive and integrated teaching events and modules

2. Demonstrate an understanding of contemporary debates about curriculum developments and initiatives in second-level education
3. Critically appraise schools as organisations and learning communities
4. Use a range of strategies to support, monitor and assess pupil progress
5. Contribute to curriculum and subject planning in their practice school
6. Demonstrate an appreciation of the role of curriculum studies in teachers’ professional development

The School Placement 3 module prepares student teachers to plan and effectively deliver lessons in the technical subjects Technical Graphics and Materials Technology (Wood) or Art at Junior Certificate level. Student teachers are introduced to the various roles of the class teacher, reflective practice and practitioner or action-research in teaching and learning. Students integrate in the whole school environment while on placement in a host school. They develop a professional teaching e portfolio incorporating lesson schemes, plans, resources and reflective practices. They are required to demonstrate competence in a variety of active learning and assessment strategies. They are also trained to demonstrate technological competence through advanced use of ICT tools and educational technologies, in the context of flipped classroom teaching, blended learning and/or online learning, as required. TUSLA childcare e-Training, Garda vetting and Fitness to Practice, according to ATU policy, are requirements for commencing placement.

1. Prepare, deliver, manage and assess a series of design-led, innovative and creative lessons at Junior Certificate level.
2. Perform the various roles of the class teacher and demonstrate competency in reflective practice and action-research.
3. Integrate in the school environment and develop a professional relationship with designated teachers and management.
4. Demonstrate competence in core teaching and assessment skills, including planning, implementation and evaluation.

5. Present a professional teaching e- portfolio incorporating lesson schemes, plans, resources and evidence of critical thinking and reflective practice.
6. Demonstrate technological competence through advanced use of ICT tools and educational technologies.
7. Critically reflect on the implementation of research-based, Additional Education Needs teaching strategies at Junior Cycle level.

Building upon the prior Theory of Teaching and Learning module, the Education Studies module further explores educational theory in the context of initial teacher education and training. It examines philosophical, psychological and sociological perspectives on learning, and their application to the classroom. Students develop their own unique philosophy statement, of education. The module further examines the history of education in the Irish context, with particular emphasis on technical education. Current issues in Irish education are explored including curriculum reform, intercultural education, differentiation and special needs education, universal design for learning, empathy education, and educational technology, among others. Active teaching and learning methods, and strategies for reflective practice, are both examined and modelled in module delivery.

1. Apply key principles of educational theory, in the fields of philosophy, psychology and sociology, to the development of a personal philosophy of education

2. Demonstrate theoretical and practical understandings of Reflective Practice and Action Research in the field of teaching and learning.
3. Discuss the historical development of education in Ireland, in particular the history of technical education
4. Demonstrate critical awareness of current educational developments nationally, including implications for practice.
5. Critically examine how to effectively implement creative teaching, learning and assessment strategies in the classroom, including the use of educational technologies.
6. Develop strategies for differentiation and Universal Design for Learning in the classroom.

This module aims to raise awareness of inclusion and diversity in education globally and nationally. By means of inquiry-based research, guest inputs, and observations (where feasible), participants' understanding of the role of global citizenship, partnership in the community, and non-mainstream educational provision will be enhanced. Learners will be introduced to the concepts of Civic Engagement and Service Learning. The theme of educational disadvantage will be examined. Participants will be provided with foundational tools of social analysis, with attention to socio-economic factors, gender, race and culture in the context of education.

1. Recognise the educational significance of multiple identities and develop skills for teaching inclusively in an increasingly diverse world.

2. Demonstrate professionalism and ethical integrity byco-creating a learningenvironment where each perspective is considered.

3. Reflect on global citizenship, from an education perspective, includinggood practices and ethical responsibilities in community education partnerships.

4. Identify key principles and good practices in civic engagement, service learning, adult education and community education.

5. Debate contemporary educational issues relating to diversity, gender, interculturalism, educational disadvantageand sustainability.

This module facilitates students to successfully plan, teach, assess and evaluate a series of lessons at Junior and Leaving Certificate cycles. It enables student teachers to compile a fully comprehensive and professional teaching and learning e Portfolio, showcasing best sample outputs from SP1-4. The module promotes reflective practice, research, and professionalism in the practice of teaching. A large suite of professional teaching resources are developed with attention to differentiated learning and universal design for learning (UDL). Students become competent in the use of the language of reform and their subject/discipline literacy. On SP4 students engage weekly in ten hours of classroom teaching to senior level and 2 hours of school support work and/or practitioner research is also recommended. Practice-based research is supported by online supervision sessions and critical reflections. Digital literacy and practice is also enhanced. The module promotes the effective use of a variety of educational technologies, as well as blended/online pedagogical strategies and tools. The module also incorporates a ten-week peer mentoring and leadership training programme, called NEST ( Nurturing Excellence in Students Teachers ) where participants peer mentor year three students. Students are required to evidence fitness to practice, according to ATU policy, Garda vetting and e-TUSLA training prior to commencement of SP4.

1. Successfully plan, teach and evaluate a series of lessons at Junior and Leaving Certificate cycles and assist peer to do likewise.

2. Demonstrate competence in a broad range of generic teaching skills, particularly core skills (planning, implementation, evaluation and reflection), methodologies (design-led, problem-based, and co-operative learning) and mentoring skills (peer mentoring).

3. Undertake the various roles of the teacher and integrate successfully and professionally into the entire school community
4. Competently observe and describe the key interactions in the classroom in the contexts of reflective practice and/or action research.

5. Demonstrate high levels of skill in the advanced use of ICT tools and educational technologies
6. Develop a professional teaching and learning e Portfolio which showcases design-led, innovative and creative teaching and assessment strategies and resources.

7. Apply numeracy, literacy, graphicacy and oracy strategies to classroom teaching.
8. Incorporate inclusive differentiation and universal design for learning strategies in teaching and learning (mixed ability, culture, gender, and special educational needs).

9. Critically reflect on the implementation of research-based Additional Education Needs teaching strategies at Junior Cycle and Senior Cycle levels, applying selected models of reflection, and multimedia approaches.

This module will introduce learners to more advanced textile techniques and processes pertaining to print, embroidery, and constructed textiles. Learners will apply their visual research to generate textile sampling and prototypes for fashion, wearable art, interiors, or contemporary art applications. The module provides the learner with the methodologies, skills, and context to realise design outcomes using textile applications while engaging with core elements, strands and learning outcomes relevant to junior cycle Visual Art and Leaving Certificate Art curricula. It builds on practical skills, making and experimentation in previous art and design studio practices. Learners are trained in the application of this specialism to the classroom and design and develop learning resources. Learners demonstrate an integration of theory and practice and critical reflection. Learners will also recognise and engage with the five key skills central to teaching and learning of the senior cycle curriculum which are embedded throughout the module. Course content will be delivered through a series of lectures, workshops, group critiques and tutorials.

1. Conduct visual research and explore design concepts to build a body of learning resources applicable to post primary art specificationsand Leaving Certificate Art.

2. Respond to and interpreta design brief in an original and creativeway, through engagement in workshops, tutorials, peer discussions and critical reflection.

3. Demonstrate an understanding and critical awareness of visual culture in the context of historical and contemporary designers.

4. Engage in independent and collaborative learning through peer critiques demonstrating visual enquiry, creativity and problem solving.

5. Present a body of work in the learner’s Teaching and Learning Professional ePortfolio reflecting design skills and technical processesin the creative discipline of textiles

This module explores professionalism in teaching. Students become informed about the roles and requirements of key educational stakeholders and they examine codes of professional conduct or practice, both nationally and internationally. They become fully familiar with the landscape of Initial Teacher Education (ITE) and future professional teaching pathways. Areas such as educational leadership & management, evidence-based/research-based practice, social justice education, school development planning, and preparing for interview, are explored. The skill of critical thinking is enhanced through the module, through tutorial discussions, debates, discussions and a mock interview. The mode of delivery is active learning: students engage in tutorial discussions and debates, conduct and present a small-scale social justice project, undergo a mock job interview and present one example of their innovative teaching at an open ATU conference.

1. Debate current educational trends and policies relating to initial teacher education and post-primary teaching, identifying the main contributors to policy formulation.

2. Collaboratively plan, implement and present a social justice educational project.

3. Critically assess whole school professional codes of conduct, roles and responsibilities.

4. Professionally disseminate creative and innovative teaching, learning and assessment strategies.

5. Provide evidence of a comprehensive knowledge of the professional responsibilities of post-primary teaching, including subject specialist delivery, school planning and whole school responsibilities.

6. Demonstrate subject-discipline expertise and whole-school professional knowledge in the context of an oral interview

Advanced Technology uses an interdisciplinary approach which encourages the integration of prior learnings and experiences in the teaching and learning of Technology education. Learners will be supported to advance individual agency through the creation of an artefact(s) that solves a design-based challenge. Within this, learners will have a further opportunity to develop and showcase technological capability by engaging and leading learning through a broad range of materials, processes and control systems. The Advanced Technology project(s) should showcase learners' individual connections, motivations, skills and knowledge through seminal work(s) as a contribution to inform future practices within Technology education.

1. unpack, analyse and interpret a complex project brief that includes the justification of design decisions through the appropriate use of materials, processes and systems relevant to Technology education.
2. identify and manage resource implications of technological projects, and consider those resources from an environmental perspective.
3. work both independently and cooperatively in evaluating existing solutions to inform the justification of a creative and innovative solution(s) to a technological challenge.
4. analyse design and manufacturing decisions to inform pedagogical practices of learners, with a view to ultimately develop transversal competencies through a design-based philosophy.
5. communicate design ideas and concepts using a variety of graphical communication techniques.
6. demonstrate their pedagogical understanding of current Technology education goals through the realisation of seminal work(s) showcasing advanced skills and knowledge.
7. think and act autonomously by selecting, managing and enacting technological actions to produce effective and efficient outcomes.
8. speculate, iterate and create an imagined future state that can be designed and realised.
9. proactively create resources and artefacts to inform and support future enacted classroom practices.

This module facilitates learners to integrate prior learning from programme educational theory modules, subject specialist modules and school placement modules in the context of practitioner research. Learners are introduced to best practice library research, literature analysis research and primary research theory and practice. They learn to distinguish between various educational research methodologies, including documentary analysis research, case study research and action research. The concept of triangulation is explored as well as data gathering methods, data analysis methods, and research validation and reliability. Finally, principles of research ethics are explored, including informed consent, anonymity and power relations in practitioner research relationships.

1. Construct a concise practitioner research proposal that specifies the research question and the research project design.

2. Systematically evaluate literature in a specified field, employingadvanced library database research.

3. Distinguish between different educational research methodologies, including documentary analysis, case study and action research.

4. Apply triangulation in the context of a small-scale group primary practitioner researchproject.

5. Systematically analyse practitioner research findings and discuss the significance of the findings, in dialogue with literature.

6. Disseminate research findings in the form of aresearch presentation.