Design a local environmental trail for Third or Fourth clas The trail should be undertaken in an area that is easily accessible from the school: Pedagogy 4: Social, Scientific and Development Education Assignment, HC, Ireland

Learning Outcomes

• Design different strategies and critically evaluate their effectiveness in developing social, scientific and development education across the range of classes in the primary school in order to evaluate their effectiveness
• Analyse critically the role of assessment in the teaching and learning process of social, scientific and development education
• Evaluate critically and select appropriate content, methodologies and strategies, including ICT, to enhance children’s social, scientific and development education
• Reflect critically on the integrated nature of learning across the subjects in this module in order to plan creative and enriching learning experiences for all children in a range of contexts

Artefact 1: Environmental Trail

Task A:

Design a local environmental trail for Third or Fourth class. The trail should be undertaken in an area that is easily accessible from the school. The trail must be laid out in the assignment

template.

• The trail must develop skills in at least two of the SESE subjects.
• The trail will feature 3 stops and each stop should have 4-6 activities. The trail can be planned to take place in one session or over a few sessions.
• A Global Citizenship approach must be incorporated.
• The trail should allow for some collaborative work.
• The design of the trail activities must incorporate a UDL approach.
• The skills to be developed must be clearly stated for each task.
• The trail must be designed in a manner that is attractive and motivating for pupils. You may include a combination of images and text. Other resources such as photographs /identification keys may be included as an appendix if relevant.

Task B:

Write a 650-word commentary to include the following. (Word count penalty will apply).

• Outline your overall intended learning objectives and success criteria for the trail. Describe how the trail will be assessed.
• Describe the preparatory work that will be undertaken. You should outline how the pupils will be organised but you are not asked to discuss health and safety issues.
• Outline how a UDL approach will be adopted during engagement with the trail.
• Suggest some follow up activities in relation to global citizenship to consolidate and extend the learning.

Artefact 2: Academic essay 1

‘The role of the teacher is to educate’. Teaching Council (2016). Code of Professional Conduct for Teachers.

With this statement in mind discuss the following in your essay:

− Reflect on your understanding of the purpose and process of assessment for and assessment of learning. Consider the assessment of both knowledge and skill acquisition.

− Consider the opportunities to embed assessment for learning into the teaching of the SESE subjects.

− Discuss the benefits that can accrue for pupils and reflect on any potential challenges and how these might be overcome.

Artefact 3: Thematic Plan for Junior Classes

Design a thematic unit of work based on the theme Clothes for a First or Second class using the following guidelines:

• The plan must outline a unit of work based on the theme Clothes
• Plan for three SESE lessons, one lesson for each of the following curricular areas: History, Geography and Science. The lessons should be taught in a sequential order of your choosing, ensuring that each lesson builds progressively on the theme.
• You must also plan for one literacy (English or Gaeilge) and one lesson from the Arts Curriculum (Drama, Visual Art or Music).
• A brief description of the content to be taught in the lesson must be outlined, and the learning experiences with which the pupils will engage must be clearly described.
• create a teacher-designed or a teacher-curated concrete resource, which will be used as a stimulus to introduce the theme (Include a photo of the resource).

Artefact 4: Academic essay

Whether to create the need to know or to illustrate geographical examples, artefacts can bring a lesson to life’. (Dolan, 2020, p. 97).

Read chapter 4 (Playful approaches to powerful geography) in Dolan, M. (2020) Powerful Primary Geography. A toolkit for 21st-century learning. London: Routledge.

Critically evaluate the opportunities to enhance learning using artefacts and playful pedagogies to teach geographical skills and content. In your essay you should reflect on the opportunities to engage pupils in either junior or senior classes. You may refer to any relevant school placement experience.

Note: You must include a reference list with a minimum of five academic references from various published sources. (Policy documents and the Primary Curriculum are not considered

Artefact 5:
You must create one artefact from this list:

1. Plan Ireland have produced a series of lessons for 5th/6th classes on the Topic of Migration and Refugees. Critically evaluate Lesson 2 (Involuntary Migration) and outline a rationale for any changes you might make

2. Design an age-appropriate resource to introduce the Sustainable Development Goal No 2 Zero Hunger (UN, 2012) to 5th or 6th class. (The resource may be created using any medium. If necessary, this can be uploaded separately).

• State the intended learning outcome and how the resource will be used to enhance teaching and to empower pupils to take action. You may refer to any relevant teaching experience

3. The skills of exploring, planning, designing and making enable children to apply their scientific knowledge and understanding , to devising a method or solution, carrying it out practically and evaluating the final product. (Ireland. Department of Education, 1999,

• Describe how you would facilitate a design and make activity for a class of your choice based on any aspect of the Strand, Living things. You must also state how the lesson will be assessed you must include an assessment rubric at the end. You should include photographic evidence of the resources which will be provided to the pupils.

4. You wish to use documentary (print) evidence in a History lesson for 5
th or 6th class based on a topic of your choice.

Task A

You are asked to design a teacher designed task which the pupils will use
to explore the documentary evidence in pairs. You must include a copy the of
documentary evidence with the task. This may be uploaded separately or included in the template.

Task B

Outline the strand/ strand unit, curriculum content objectives and the
lesson objectives. Describe the success criteria to be used and how achievement of the intended lesson objectives will be assessed.