Learners practice and develop their bench room skills which includes the use of traditional hand tools, power tools and the classic fixed woodworking machinery. This learning is developed in project assignments through the year that are designed to allow the students to focus on a series of different skill sets required in the workshop environment. All projects have some elements of design detailing and/or problem-solving, At least one project will require students to fully design and make a wooden artefact in response to a brief.

1. Respond to adesign brief, by identifying requirements;proposing and developing solutions; planingthe making phase through to completion ofartefact/project.

2. Comprehend the principles of product research and costing as they apply to the design and manufacture of wooden artefacts.

3. Demonstrate conceptual and practical design skills in thedevelopment and articulationof creative, sustainable and innovative projects.

4. Demonstrate skill and ability to safely usea broad range of hand and machine processes to make and finish high quality artefacts of wood.

5. Develop competence in identifying, integrating and undertaking all stagesof the manufacture ofa wooden artefact.

6. Practice woodworking jointing techniques that are appropriate to the secondary school environment.

This module introduces the learner to the principles and practice of 2D and 3D Computer Aided Design using modern, industry standard software and processes. Additionally, it seeks to introduce the learner to the principles and applications of plane and descriptive geometry along with the best pedagogical strategies for teaching this content in a second level school setting. In doing so, this module will facilitate learners in gaining the skills required to teach and guide second level students through a Leaving Certificate (higher level) Design and Communication Graphics Student Assignment project.

1. Efficiently apply the features of Computer Aided Design software to generate2D presentation drawings and 3D digital models of artefacts, to a professional standard.

2. Outline, and demonstrate competence with the application of, the introductory principles of plane and descriptive geometry, in a typical second level graphics classroom setting.

3. Confidently discuss and appraise strategies that could be used togeneratehigh quality solutions to the Leaving Certificate Design and Communication Graphics Student Assignment.

4. Identify, and formulate solutions to, the typical errors and issuesthat are likely to be encountered when generating 2D drawings and 3D digital models.

5. Design, create and critique high-quality teaching resources by employing the features of Computer Aided Design software along with variouspresentation tools and software.

6. Consider and carefully formulate product assembly drawings and specifications in accordance with relevant standards.

This Module introduces the theory and practice of the safe set-up and operation of basic as well as more advanced wood manufacturing machinery such as CNC equipment. The concept of jig making and usage is examined and practiced. Machine tooling, feed speeds, cutter speeds and cutter block design and their relevance is explored. Best practice for Health and Safety in relation to woodworking machinery and equipment is studied.

1. Plan, organise and manage the setup and operation of a variety of woodworking machines
2. Select appropriate tooling, cutting materials and feed speeds for specific processing applications

3. Integrate the processing capabilities of manufacturing equipment with design specifications and deadlines
4. Incorporate health and safety regulations to a working environment using woodworking machinery and tooling
5. Evaluate processing operations in relation to machine suitability, jig design, tooling requirements, etc.
6. Set-up and operation of CNC equipment and usage

This module will encourage learners to build upon and develop their knowledge, skills and experiences across the disciplines of Science, Technology, Engineering and Mathematics (S.T.E.M.) in a highly applied manner and within a highly supportive environment. This will be achieved by introducing the learner to the relevant principles of physics, mathematics, manufacturing as well as other relevant technology and how these may be applied, both in industry and within second level practical classrooms. Learners will be encouraged to correctly apply the scientific method at all times. Additionally, the pedagogical approaches that are likely to be used while teaching these principles will be explored and applied through carefully selected coursework and continuous assessment assignments to build a deeply practical and relevant understanding of the subject matter and how best to teach it.

1. Demonstrate the ability to be creative and innovative, while using technology to devise solutions to given problems.

2. Describe the relevant scientific principles that underpin emerging digital technologies.

3. Develop competence with the design and manufacture of accurate components with the use of digital technologies.

4. Apply best practice techniques with the use of digital technologies and present comprehensivejudgements toenhance pedagogical practices.

5. Develop and appraise a range of innovative pedagogical skills, with particular emphasis on the design and delivery of highly engaging technologycentred activities.

Design Process 2 will develop and deepen students' knowledge of design from Design Process 1. Students will explore and communicate the design process though research, design contextualisation and idea generation. Freehand sketching and rendering for design will be a focus in this module. Students will be challenged to design and produce presentation layouts that communicate their design proposals. Assignments undertaken in Design Process 2 will be closely aligned with the module Projects 2. Assignments in this module will take account of subjects that students will be teaching at both Junior and Senior Cycles. Students will be encouraged to deepen their knowledge of Eco Design and the Circular Economy at all stages of their learning in Design Process 2.

1. Identify, source and compile subject focused research as a precedent to given design projects.

2. Develop and apply sketching skills to produce high qualitydrawings appropriate to the design process.

3. Prepare, plan and producehigh quality design layouts that communicate design ideas.

4. Critically evaluate and contextualise design.

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

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.

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

Through a combination of theoretical and practical lectures, this module aims to develop learners' appreciation of the way in which the built environment has evolved over the years. The fabric and structure of typical Irish domestic dwellings will be studied from first principles with comparisons being made between various styles, methodologies and materials. Learners will explore the current Irish planning process and the implications of documents such as the national spatial strategy, urban and rural development guidelines as well as the Irish technical guidance documents. Learners will investigate the properties of various construction materials and will learn to appreciate the importance of material selection in relation to the design and constructing of sustainable domestic dwellings.

1. Discuss thehistory of Irish building technology as well asarchitectural and craft heritage with confidence.

2. Describe the various stages andaspects associated with the built environment from the design through to the construction of a typical domestic dwelling.

3. Explore the properties of typical construction materials such as metals, woods, plastics, ceramics and composites and identify where these materials are best employed in the construction of a domesticdwelling.

4. Investigate andevaluate alternative and modern construction methods and techniques, with an emphasis on Irish domestic dwellings.

5. Compare and critique the design of domestic dwellings across a range of areas such as buildinglayout, material use, sustainability, environmental impact and construction methods.

6. Analyse the subject material in order to devise soundpedagogical practices anddevelopcreative strategies to teach construction related topicsin a second level school setting.

7. Design,construct and confidently discuss physical and digitalmodelsof typical domestic dwelling details,in a creative and innovative manner.

This module allows learners to develop a range of skills relevant to the teaching of the technology based subjects at second level. This involves developing a deeper knowledge of the construction industry through project work. The projects facilitate student learning in the areas of project management, model making, developing teaching aids and resources, and devising construction studies based briefs for second level pupils.

1. Respond to a design brief, by identifying requirements; proposing and developing solutions; planing the making phase through to completion of artefact/project.
2. Develop innovative presentation and demonstration skills, with particular emphasis on presenting engaging student centred activities.
3. Critically assess and evaluate the strengths and weaknesses of a series of workshop or classroom demonstrations, with a view to approaching workshop activities, where practicable, from a problem solving perspective.
4. Develop model making skills, demonstrating a creative use of sustainable materials and highlighting the value of 3D modelling for enhancing learning.

5. Working collaboratively, estimate the work and time involved in leading a class through project work and the need for management of time and resources to ensure that the work meets the requirements.
6. Apply learning from Architectural Design module to project work.

7. Research and investigate sustainable construction methods and materials that can replace or compliment traditional construction. Highlight the environmental benefits of these methods in the context of the Construction Studies/Architectural Technology syllabus, with reference to SDG’s where possible.

The focus of this module is to establish an excellent grounding in the areas of descriptive geometry and to apply the key principles to the various subsidiary areas of focus. Areas studied with this module are Lines and Lamina, inclination of solids and cut solids, Dynamic Mechanisms and Solids in contact. The structure of the learning is based on a combination of directed practical lab exercises in conjunction with self directed application of the key principles.

1. Apply his/her cognitive and practical skills in the areas of graphics, graphic communication, creative problem solving, spatial ability and visualisation, design, computer graphics and CAD modelling.
2. Formulate and represent graphically the development and refinement of problem solving ideas using acceptable drawing conventions, symbols and standards and presentation methods and layout.
3. Apply his/her knowledge of projection systems, plane geometry, solids in contact and surface geometry to the solving of problems posed.
4. Apply the surface development of containersto practical problems such assheet metal fabrications,label envelopments and shortest distance on a surface.

5. Generate pedagogical stratagies to compliment current educational theory through development of a wide variety of teaching resourses.
6. Apply the principles of conical projection to determine perspective views of objects.

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.

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.

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 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.

In this module learners will apply their previous knowledge of descriptive geometry and apply it to related practical applications. The structure of the module is set up to allow the learner to explore the underlying principles involved in the many applications of the geometry and to develop a better understanding of the core geometrical concepts.

1. Construct involutes, helices, conical and Archimedean spirals and radial plate cams of given uniform velocity, simple harmonic motion, uniform acceleration and retardation to roller and flat followers
2. Identify, investigate and represent the key structural forms including arches, domes, vaults, frames and surface structures
3. Apply key principles of Discriptive Geometry to applied geotechnical problems involved in Roadand Mining geometry
4. Link educational theory with subject content to develop strategies for innovative pedagogical best practice.
5. Determine plane directors for ruled surfaces and construct a hyperbolic paraboloid as a ruled surface; produce views and sections of a hyperboloid of revolution and geodesic domes of four points of frequency
6. Explore key graphical principles utilizing innovative CAD based technology creating a strong link between three dimensional concepts and two dimensional procedures.
7. Apply their knowledge of the various properties and principles of conic sections to solve problems relating to the topic. To use their visio-spatial ability to link the properties of the 3D cut cone with the planar shapes and forms associated with the resulting sections.

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

In this module, learners will examine the design and integration of various service and control technologies typically found within domestic buildings in Ireland. This will include a study of the most up-to-date (including alternative) construction methods. Additionally, the module will explore the design, analysis and selection of various building materials as well as issues relating to planning for sustainability, the structure of the construction industry, safety in the construction industry as well as broader construction issues. Through theoretical and practical studies, this module will introduce learners to the subject matter in a hands-on, practically applied and interesting manner.

1. Be capable of formulating a cogent critique of the various services and environmental control technologies typically incorporated into the construction of a modern domestic dwelling.

2. Be proficient with the interpretation and application of industry standard regulations and formulae in the solving of problems associated with heat, light, air and sound calculations in domestic dwellings.

3. Confidently interpret, discuss and draw conclusions from such calculations to allow for the informed design, selection and installation of suitable environmental control systems within domestic dwellings.
4. Research and confidently critique new developments in the area of sustainability in the construction industry and determine how this information may be applied professionally.

5. Analyse the topic of domestic building services in the context of establishing the best pedagogical practice anddeveloping highly creative strategies to teach the material in a second level school setting.

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.