Title: Northern Ireland: Culture and Education
Codes: SEO2001/SE02071
Semester One
Module Co-ordinator
Laurence Siberry
[email protected]
Tutors:
George Beale
Richard Greenwood
James Ferguson
Eamon Phoenix
Norman Richardson
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Adviser of Studies:
Laurence Siberry
[email protected]
1
Rationale
This module is designed to introduce Erasmus and International students to the culture and education
system of Northern Ireland and to develop the use of spoken and written English.
Content
Overview



Students will study the education system of Northern Ireland and compare and contrast it to
their own. The emphasis will be on schools and the curriculum.
Students will be able to explore specific geographical and historical aspects of Northern
Ireland and will participate in fieldwork.
English language sessions will enable students to develop English oral and written
communicative skills, grammar and vocabulary.
- Students will be expected to make a number of school visits as an integral part of the module.
Students will be expected to keep a diary of their observations and reflections during these visits.
- Students will be expected to compare and contrast their home education system to the Northern
Ireland system through presentations to the rest of their peers.
Details
Education in Northern Ireland
Laurence Siberry
 Overview of history of education in Northern Ireland Understand the changes in the education
system and schools in Ireland pre-partition and Northern Ireland post-partition (History of
education; organisation of schooling from nursery; schools in Northern Ireland)
 NI School Mission Statements / ethos of NI Schools
 The Northern Ireland Curriculum (Primary & Post Primary) past and present
 Preparation for school visit
 Current issues in education in Northern Ireland: impact of education on cultural and social
reproduction in Northern Ireland; the challenge of making education inclusive; Selection at 11;
Religious and Social Segregation; Integration; Personal Development and Mutual
Understanding
 Own education system and how they compare and contrast with the Northern Ireland system
and others.
Religion, Education and Schooling in Northern Ireland
Norman Richardson
 The role of religion in Northern Ireland, especially in relation to the different systems of
schooling and in the curriculum.
 A brief introduction to religion and religious diversity in Northern Ireland;
 Reflections on the significance of religion in the different types of schools;
 Overview of Religious Education in schools and the possibility of teaching for religious
tolerance and mutual understanding.
Geography
Richard Greenwood

The geographical features of Northern Ireland- its counties, main cities and towns etc.
2


Northern Ireland- main features from maps of various scales; completion of own “summary
map”
Tourist attractions found in Northern Ireland (Famous places and landmarks in Northern
Ireland- looking at various Tourist Board and Visitors’ Centre publications)
History
George Beale
 The beginning of written history in Ireland: Patrick, Man, Myth and Message (Patrick’s life and
work; The writings of Patrick; Later ‘Lives’ of Patrick
 Religion and Society in Early Medieval Ireland: The Early Irish Monastery ; the role of the
monastery in early Irish society; the plans of early medieval monastic sites in Ireland; the
function of various buildings on the monastic site; the religious life of the monastery; the
economy of the monastery; The monastic ‘city’
 Early Irish Manuscript Illumination: the artistic and cultural achievements of the Celtic
Church; the designs and symbolism of early medieval manuscripts; the concept of inculturation
in early medieval Ireland; Irish manuscript illumination
 The Irish peregrini in Britain and Europe: Understand the rationale of the peregrine: the
contribution of the Irish to early medieval Europe; Consider the legacy of Irish scholarship and
culture in Europe; The concept of peregrinatio in early Irish society; The mission to the north –
the work of Columba; The mission to Europe – Columbanus and Gall
Eamon Phoenix
 The History of Ireland from the Plantations to the Union (1570-1801) main events and
developments which shaped Ireland in the late 16th, 17th and 18th centuries.
 The changing relationship between Britain and Ireland and the impact of European and
American events on Ireland. (Ireland in the age of religious wars; The Plantation of Ulster; The
Williamite Wars and Penal Laws (1688-1793); Impact of the French revolution and the 1798
Rebellion)
 Ireland from the Union to partition (1801-1921): The forces and events which shaped the
emergence of modern Ireland; the nature of Nationalism, Unionism and Republicanism; the
factors which led to the partition of Ireland: Daniel O’Connell and Catholic Emancipation; The
Great Famine (1845-51) and its Consequences; Home Rule and Unionism; The Ulster
Question; The 1916 Rising and the Irish Revolution
 Northern Ireland 1921-2006: the political, social and economic history of Northern Ireland.;
the impact of post-war economic and social change; the origins of political conflict and
attempts to find a settlement . Partition and the Establishment of two Irish states; Unionist Rule
1921-72; Two communities; Civil rights, Reform and the Troubles; Attempts at a Settlement
1974-2000
 Northern Ireland Today: Progress and Challenges. the political, social and economic situation
in today’s Northern Ireland; the impact of post-war economic and social change; the current
settlement
Culture and Society
Andrew Brown
 Cultural patterns in Northern Ireland
 Home culture and cultural influences
 The Short Story: Irish cultural patterns (Short stories: The Red Kite, Killing a Brit, and A
Rhinoceros, Some Ladies and a Horse).
 Developing literacy in the classroom: compare the effectiveness of various methods of
developing literacy; key strategies for developing literacy; comparison of methods in national
strategies
3
Learning outcomes
 Students will demonstrate knowledge and understanding of the culture and education system of
Northern Ireland.
 Students will be able to contribute to the preparation and delivery of a presentation on a
relevant topic.
 They will visit a particular school and observe teaching.
 They will be able to present their country and culture for a particular key stage and they will be
able to reflect critically on what they have learnt from the experience and their observations.
 Students will compare and contrast their home system of education with the Northern Ireland
system.
 Students will be able to improve their command of spoken and written English.
Skills acquired with taking this module:
Students should:






Demonstrate an understanding of the Northern Ireland school system and curriculum.
Demonstrate an ability to compare and contrast their home and the Northern Ireland education
system.
Expand their understanding of the local culture.
Present their own country, culture, education system and schools to a variety of audiences.
Be able to communicate aurally and in writing using grammatically correct English and
develop their vocabulary in the relevant topics.
Demonstrate an ability to use ICT for personal study and completion of portfolios and
presentations.
GTC (NI) Competences
Competence 2: Know and understand contemporary debates about the nature and purposes of
education.
Competence 8: A knowledge and understanding of the significant features of pupils’ cultures and any
implications for learning.
Competence 11: Know how to use the technology effectively.
Assessment
By reports, individual and group presentations.
Coursework assignment
1. Students, in inter-cultural groups, will organise a presentation on an aspect of Northern Ireland
culture which they have agreed on. The presentation will be given to the rest of the class and
tutors. It will last 10 minutes. (see assessment criteria, page 7)
2. Students will submit a personal reflective report on their experience in Northern Ireland and
how the Northern Ireland Culture and Education module helped them understand the culture
and education system of Northern Ireland (1500 to 2000 words). List of references must be
appended. (see the Conceptual Equivalents Scale Undergraduate Levels 1-3: Mark Scheme
Level 2, page 6)
1. Group presentation: 40%
2. Individual reflective report: 60%
4
Late submission
Coursework submitted after the deadline will be penalised at a rate of 5% of the assessed mark per
working day up to 5 working days. Coursework submitted more than 5 working days after the deadline
will be recorded as zero for that assignment. Exemptions will be granted only if there are extenuating
circumstances and the student has formally notified (in writing) the relevant Module/Course Leader of
such circumstances within three days of the submission deadline.
Plagiarism
The University College regards plagiarism as a serious academic offence which may lead to
disciplinary action being taken against the student concerned. Plagiarised material will be deemed to
be passages from other works (including internet sources) incorporated without acknowledgement and
with the intention of it being taken to be the student's own work. Passages from other works may be
quoted only if shown as quotations with acknowledgement of the sources, and similarly may be
paraphrased only if the sources are acknowledged.
Please refer to the student study regulations for further information. These can be accessed at
http://www.stran.ac.uk/media/media,82169,en.pdf .
Students may be requested to submit an electronic version of their work to be checked for plagiarism.
Students should be aware that this procedure may delay processing their results.
Date for presentations: Week 12 (sessions 1, 2 and 3)
Submission date for report: Week 12 (exact date to be advised)
5
Level 2 Mark scheme
Grade
Conceptual Equivalent
% Pt
Mark
Band
85–
100
A+
High/Excellent I
(in addition to criteria for
Definite/low 1)
90
A
Definite I
80
78–84
A–
Low I
75
70-77
B+
High 2.1
68
67–69
B
Definite/solid 2.1
65
64–66
B–
Low/clear 2.1
62
60-63
C+
High 2.2
58
57-59
C
Definite/solid 2.2
55
54–56
C–
Low/clear 2.2
52
50–53
48
47-49
rd
D+
High 3
D
Definite 3rd
45
44-46
D–
Low 3rd
42
40-43
F
Marginal fail
35
35-39
Level 2 Criteria
FOR USE WITH ASSESSMENT
Exceptional answer, an exemplary piece of work showing:

A good degree of criticality

An in-depth knowledge and understanding across all the relevant areas

Very thorough coverage of the topic

Significance evidence of wide use of learning resources
Excellent answer showing:

A degree of independence of thought and critical judgement

A thorough understanding of the main issues involved

Knowledge and understanding beyond module content

A degree of originality.
Very good, comprehensive answer showing:

A good awareness of the main issues involved at this level

The ability to analyse concepts and ideas at an abstract level

A good knowledge and understanding of module material

Evidence of use of learning resources beyond required texts/module material.
Good answer showing:

Reasonably developed arguments,

Knowledge of the main issues involved at this level

A satisfactory understanding of module material

Little reference to resources outside module material.
Adequate answer which:

Shows weak to fair understanding of main issues

Makes no reference to resources outside module material.

Makes arguments that are weak

Has a low but acceptable level of written expression.
Passable (Just acceptable) answer which:

Is weak in material and understanding of module content

Contains significant omissions and/or inaccuracies

Recognises the aim of the question and has attempted to answer it.
Marginally failing answer which:
F
Weak fail
25
25-34
F
Poor fail
15
15-24
F
Nothing of merit
0
0-14

Meets some of the necessary requirements

Has some major inaccuracies

Shows limited knowledge of the main issues.
Unsatisfactory answer which:

Meets very few of the necessary requirements

Shows some recognition of the meaning of the question

Shows little familiarity with the main issues

Indicates that knowledge is vague and skimpy

Has many major inaccuracies.
Poor answer in which:

There are few points relevant to the question

The bulk of the answer is irrelevant/inaccurate

There are major misunderstandings of the material.
Answer meeting none of the necessary requirements with:

Minimal or no material of value to the question asked

No recognition of the question.
6
Criteria for assessment of presentations
20
Grade
B
C
D
Preparation &
Organisation
Excellent organisational skills
with all resources for
presentation ready.
Excellent structure of
presentation with logical and
fluid progression of ideas.
Excellent time management
of presentation
Excellent understanding of
the subject area.
Excellent choice of
presentation material –
relevant and appropriate.
Thorough explanations and
elaboration of material.
Good organisation with
materials ready to use.
Good structure of
presentation with ideas
flowing in a logical
manner.
Time management
generally good.
Good understanding of
the subject area.
Good choice of
presentation material.
Some good explanations
with appropriate and
correct information.
Organisation satisfactory.
Structure in evidence but the
flow of ideas is not always
easy to follow.
Inadequate time spent on
some areas and allotted time
either underused or
overspent.
Satisfactory understanding of
the subject area.
Choice of material for the
presentation is generally
satisfactory.
Some information may be
confusing or incorrect.
Evidence of a lack of
organisation.
Some inadequacies in
structure and flow of
ideas. May be hard to
follow.
Lack of awareness of time
throughout.
Evidence of lack of
understanding of the
subject area.
Some irrelevant material
selected for presentation.
Evidence of confusing and
conflicting information.
Extreme lack of organisation.
Inadequate structure to
presentation and no logical
flow of ideas.
Time management very poor.
Excellent presentation.
Points very clearly made with
use of bullets/numbers
Suitable backgrounds.
Suitable amount of
information on slides
Print clear and readable.
Near native speaker fluency,
pronunciation and intonation.
Grammatically correct.
Use of idioms and elaborate
sentences.
Speaker highly motivated and
held attention well.
Clear voice and precise
pronunciation.
Speech fluid.
Evidence of flair and
originality in delivery.
Excellent eye contact with
audience.
Excellent choice of props to
support the presentation
Good presentation.
Appropriate information
clearly set out on slides.
Text readable.
Satisfactory presentation.
Presentation style may be
overly fussy or too dull.
Some lack of clarity in slides.
Some difficulty in reading
text.
Poor presentation.
Unappealing for audience.
Inappropriate use of
backgrounds, images,
colour etc
Difficult to read text.
Extremely poor presentation.
Points not clear.
Uninteresting for audience.
Text unreadable.
Very fluent. Very good
pronunciation and
intonation.
Very good grammar.
Good pronunciation and
intonation. Fair fluency.
Sound grammar although
some lapses.
Speaker appears to be
interested in their
presentation topic.
Speech is generally clear
and fluid with few
pauses.
Some originality in
delivery.
Maintains eye contact
well but some reliance on
notes.
Good use of props to
support the presentation
Speaker shows some limited
interest in their topic.
Voice may be difficult to hear
at times.
Speech may have some
pauses.
Evidence of some eye
contact.
Heavy reliance on notes.
Some props have been used
to support presentation
Fair pronunciation and
intonation. Not always
fluent.
A lot of grammatical
errors.
Speaker lacks the ability
to engage with the
audience and hold
attention.
Voice is too low.
Speech has a lot of
pauses.
Poor eye contact.
Reads most of the
presentation from notes.
Inappropriate choice of
props or no propos at all
Difficult to understand because
of inaccuracy of pronunciation
and intonation. Not fluent.
A lot of basic grammatical
errors.
Lack of ability to engage
audience.
Lack of ability to hold attention
of audience.
Inaudible speech.
Little or no eye contact.
Presentation read completely
from notes.
Props have not been used.
Subject
Knowledge
Effective use of
PowerPoint
Use of English
Presentation
skills
A
F
Very poor understanding of the
subject area.
Irrelevant, flawed and
confusing material presented.
7
Reference Guide
For essay writing!
Introduction: Why reference?
By providing correct details of references in your text and at the end of your piece of work:
1. you allow the reader to look up the works you have cited and so extend their knowledge
2. you show evidence of the breadth of your reading
3. you avoid any suggestion of plagiarism i.e. using someone else’s ideas without acknowledging them
(see Pears and Shields, 2004)
Why Harvard?
The Harvard reference system is the main reference system used by the Social Sciences in the UK. It uses the
author surname and year of publication in the body of the text and a full list of references at the end (rather than,
for instance, footnotes or a numeric system). Beyond this insistence on author-date, there is considerable
variation in precise detail between the many different interpretations of the Harvard system. The following is
therefore offered as a guide, but cannot be definitive. It does aim however to be consistent, clear and easy to
follow.
For each reference type there is guidance on how to reference both in the text and in the full list of references at
the end. When quoting text directly, remember to give the exact page number(s) wherever possible.
1.
BOOKS
a)
Single author
b)
c)
in your text:
Gilbert (2002) argues that…
Gilbert (2002, p. 136) notes that ‘Teaching is about relationships’.
It has been argued (Gilbert, 2002) that…
in your references:
Gilbert, I. (2002) Essential motivation in the classroom, London, Routledge.
Two authors
in your text:
Baker and Hacker (1985) found that …
Baker and Hacker (1985, p. 78) note that ‘Wittgenstein’s philosophy…’
Some would argue (Baker and Hacker, 1985) that…
in your references:
Baker, G.P. and Hacker, P.M.S. (1985) Wittgenstein: rules, grammar and
necessity, Oxford, Blackwell.
Multiple (more than two) authors
in your text:
Black et al. (2003) discuss the importance of assessment…Black et al. (2003,
p. 45) claim that ‘Assessment for Learning…’
It has been claimed (Black et al., 2003, p. 45) that ‘Assessment…’
8
in your references:
d)
e)
A chapter/section in an edited volume
in your text:
Heightman (2005) notes that …
Heightman (2005, p. 63) claims that ‘Qualified teachers are…’
Classroom observation is invaluable to the student teacher (Heightman, 2005).
in your references:
Heightman, S. (2005) ‘How to maximise learning from classroom observation’
in S. Capel, M. Leask and T. Turner (eds) Learning to teach in the secondary
school – a companion to school experience (4th edn), London, Routledge.
Where there are several editions of the same book, make this clear in your list of references:
in your references:
2
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003)
Assessment for Learning – putting it into practice, Maidenhead, Open
University Press.
Capel, S., Leask, M. and Turner, T. (2005) Learning to teach in the secondary
school – a companion to school experience (4th edn), London, Routledge.
JOURNAL ARTICLES (HARD COPY)
in your text:
Morrison and Wylie (1999) argue that…
Morrison and Wylie (1999, p. 96) maintain that ‘National Curriculum testing is
based…’
It has been argued (Morrison and Wylie, 1999) that…
in your references:
Morrison, H.G. and Wylie, E.C. (1999) ‘Why National Curriculum testing is
founded on a methodological thought disorder’, Evaluation and Research in
Education, 13 (2), pp. 92-105.
(Note that you should provide the volume number, in this case 13, the part
number where available and page numbers for the entire article, not just the
page(s) you have referred to in your text.)
3
GOVERNMENT PUBLICATIONS
in your text:
in your references:
4
DISSERTATIONS/ THESES
in your text:
in your references:
5
DENI (2001) has given advice on…
DENI (2001, p. 56) note that ‘It is the school’s responsibility…’
It has been found (DENI, 2001) that …
DENI (2001) Promoting positive behaviour, Bangor, DENI.
Pinkerton (2002) claims that…
Pinkerton, M. (2002) Quantification, standards and the elusive search for
transparency in monitoring school performance, unpublished Ed.D.
dissertation, The Queen's University of Belfast.
NEWSPAPER/MAGAZINE REPORTS
in your text:
in your references:
Torney (2006) reports that…
Torney, K. (2006) ‘Selection is gone, says report’, Belfast Telegraph, 16
January, p. 16.
Where no author is given:
9
in your text:
in your references:
6
The Times (2005)
The Times (2005) ‘Blair promises extra funding for all schools’, 13 July, p. 4.
WEB PAGES (see note below)
in your text:
in your references:
7
DENI (2006) have reported that…
DENI (2006) Extended Schools: schools, families, communities working together, available at http://www.deni.gov.uk (accessed 23/01/07).
ELECTRONIC JOURNAL ARTICLES
in your text:
John (2006) rethinks the dominant model…
John (2006, p. 483) notes that ‘In virtually every teacher-preparation…’
In recent years new models of lesson planning have been devised (John, 2006).
in your references:
John, P.D. (2006) ‘Lesson planning and the student teacher: re-thinking the
dominant model’, Journal of Curriculum Studies, 38 (4), pp. 483-498,
Swetswise (Online) available at http://www.swetswise.com.ezproxy.qub.ac.uk
(accessed 19/02/07).
REFERENCING ELECTRONIC SOURCES
A number of points need to be borne in mind when you are referencing electronic sources:
o
All references, including websites, should be included in one, single list of references. There should be
no separate list of websites.
o
Although sometimes difficult you must attempt to apply the Harvard principles to electronic sources
too. Therefore you should try to establish the name of the author of the piece (individual or
organisation) where at all possible.
DENI (2005) Child protection, available at http://www.deni.gov.uk/index/13-healthsafety/21child-protection.htm#circulars (accessed 19/02/07).
o
Where there is no author/organisation, you should use the web page’s title in its place.
'Special needs' education queried (2005) available at
http://news.bbc.co.uk/1/hi/education/4071122.stm (accessed 23/12/06).
o
As a last resort, where there is no author and no web page title, you should use the URL. In the list of
references, all similar web references should be alphabetized under ‘h’.
http://inclusion.uwe.ac.uk/csie/10rsns.htm (2007) (accessed 12/01/07).
o
Where there is no obvious date of publication, you should use the date on which you accessed the page.
http://www.everychildmatters.gov.uk/events (accessed 14/02/07).
o
Some URL addresses may be extremely long and you may wish to shorten these but you should still
include enough information to allow a reader to find the information.
10
HOW TO ORGANISE YOUR REFERENCES
o There should be one single list of references at the end of the assignment/dissertation in which full
details are given of each work referred to in the body of your text. There is usually no need for a
separate bibliography, unless you are specifically requested to provide one by your tutor.
o
All works referred to should be listed alphabetically by first named author (surname). Where you have
referred to several works by the same author, single-authored works should be listed first, then joint
items and finally multiple items. Within each of these, items should be listed in order of date, the most
recent first.
Bruner, J.S. (1996) The culture of education, Cambridge, MA, Harvard University Press.
Bruner, J.S. (1990) Acts of meaning, Cambridge, MA, Harvard University Press.
Bruner, J.S. (1986) Actual minds, possible worlds, Cambridge, MA, Harvard University Press.
Fodor, J. (1983) The modularity of mind: an essay on faculty psychology, Cambridge, MA, MIT
Press.
Fodor, J. and McLaughlin, B. (1990) ‘Connectionism and the problem of systematicity: why
Smolensky's solution doesn't work’, Cognition, 35, pp. 183-204.
o
If the same author(s) publish more than one work in the same year, then these should be listed a,b,c
(written in lower case after the year of publication) both in the text and in your reference list:
CCEA (2003a) Proposals for curriculum and assessment at Key Stage 3. Part 1: Background
rationale and detail, Belfast, CCEA.
CCEA (2003b) Proposals for curriculum and assessment at Key Stage 3. Part 2: Discussion
papers and case studies, Belfast, CCEA.
MULTIPLE SOURCES (in the text)
If you wish to refer to a number of sources within your text, for instance in a literature review, you can list
multiple references in brackets, giving the name and date of publication as usual, but separated with semicolons. You should list your authors by alphabetical order:
Example:
As Geake and Cooper (2003) suggest, there has recently been a high level of interest in brain
functioning (Carter, 2000; Changeux, 1985; Damasio, 2000; Greenfield, 1997; Pinker, 1998; Rose,
1992).
SETTING OUT QUOTATIONS
Short quotations can be included in the body of the text, though set in quotation marks.
Example:
As Van Haaften (1995, p. 180) puts it ‘Any such meaning component would be superfluous, an
idle wheel’. The beetle analogy therefore demonstrates that the notion of a mental object is
irrelevant to the everyday use of psychological concepts in language.
Longer quotations should be set out as paragraphs indented both left and right. There is no need to use
quotation marks, but you should give the reference details at the end:
Example:
Frustration has understandably been growing over many years among teachers of modern
languages other than French, as Peers noted as early as 1944:
11
Note that no one declaims violently against Spanish, German or Italian: that would
probably provoke a strong reaction in their favour and do them more good than
harm. The procedure is just to smile upon them and keep them quiet by saying
condescendingly nice things about them – in other words, to inoculate education
with a tiny dose of them so that it may never catch them badly.
(Peers, 1944, p. 7).
SECONDARY REFERENCING
On occasion you may want to refer to a piece of work which has been cited in another text you have read, even
though you have not read the original. In this case you should acknowledge the fact that you have not read the
original and provide enough information to allow the reader to find the reference as you did. Your list of
references should include (at least) the full details of the text you have actually read.
Example:
in your text:
Kyriacou (1998, p. 34) refers to research by Wragg and Brown (1993)
where it was discovered that there are seven key aspects to effective
explanations in the classroom.
in your references:
Kyriacou, C. (1998) Essential Teaching Skills, Cheltenham, Nelson
Thornes.
USEFUL ABBREVIATIONS
et al.
(Latin - abbreviation for et alii: and others) used when there are more than two authors of a piece. Note
that the following verb is therefore in the plural and not the singular:
Example: Black et al. (2003) report on the findings of their two-year KMOFAP project…
p./pp. If you are quoting a specific section of a text or if you are quoting directly you must give the page
reference. Use p. if there is just one page, or pp. when more than one.
Example:
Smith (2004, p. 4) claims that…
Smith (2004, pp. 34-56) argues that…
For further information, see:
Pears, R. and Shields, G. (2004) Cite them right: referencing made easy, Newcastle upon Tyne, Northumbria
University Trinity Building.
[Available in Stranmillis University College library]
Noel Purdy, Joan Erskine 2007
12
Teaching Programme:
Session 1: Monday 4.00 - 5.00 pm (some weeks this session will take place at 3.00 -4.00) (Period 6
or 7)
Session 2: Tuesday 3.00 - 4.00 pm Period 6
Session 3: Tuesday 4.00 - 5.00 pm Period 7
NB: Some weeks Sessions 1&2 are taking place on Monday!
Field trips:
The North Coast (details to follow)
Friar’s Bush graveyard (details to follow)
 Week 1
Session 1 (LS1)
Laurence Siberry
 Introduction to module.
 Debriefing on European Day of Languages visits to St Bride’s and Botanic Primary Schools
Session 2 (AB1)
Andrew Brown
Introduction to Culture & Society: “getting to know you” session
Session 3 (RG1)
Geography of Northern Ireland
Richard Greenwood
Learning outcomes:
Students will:
 Increase their knowledge of the geographical features of Northern Ireland- its counties, main
cities and towns etc. by looking at various maps
Content:
 Northern Ireland- main features from maps of various scales; completion of their own
“summary map”
 Week 2
Session 1 (RG2)
Geography: Presentation of tourist attractions
Richard Greenwood
Learning outcomes:
Students will:
 Become familiar with some of the main tourist attractions found in Northern Ireland
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Content:
 Famous places and landmarks in Northern Ireland- looking at various Tourist Board and
Visitors’ Centre publications
Session 2 (GB1)
(GB1)
The beginning of written history in Ireland: Patrick, Man, Myth and Message
George Beale
Learning outcomes: Students will:
 Be aware of early documentary evidence in Irish history
 Appreciate the relationship between archaeological and documentary evidence
 Consider the problems of the early medieval period in Irish history
Content:
 Patrick’s life and work
 The writings of Patrick
 Later ‘Lives’ of Patrick
Session 3 (LS2)
Overview of history of education in Northern Ireland (1)
Laurence Siberry
Learning outcomes:
Students will:
 Understand the changes in the education system and schools in Ireland pre-partition and
Northern Ireland post-partition
 Be able to identify the variety of schools in Northern Ireland
 Be able to understand the schooling organisation from nursery to post-primary as well as
further and higher education opportunities for Northern Irish students.
Content:



History of education
Organisation of schooling from nursery
Schools in Northern Ireland
References:
- Websites:
http://www.deni.gov.uk/
http://www.onlineccms.com/
http://www.nicie.org/
http://www.comhairle.org/english/index.asp
http://www.deni.gov.uk/index/85-schools/10-types_of_school-nischools_pg/schools__types_of_school-independent-schools.htm
http://en.wikipedia.org/wiki/Holywood_Rudolf_Steiner_School
http://cain.ulst.ac.uk/
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 Week 3
Session 1 (LS3)
Overview of History of Education in Northern Ireland (2)
Laurence Siberry
Learning outcomes:
Students will:
 Understand the changes in the education system and schools in Ireland pre-partition and
Northern Ireland post-partition
 Be able to identify the variety of schools in Northern Ireland
 Be able to understand the schooling organisation from nursery to post-primary as well as
further and higher education opportunities for Northern Irish students.
Content:
 History of education
 Organisation of schooling from nursery
 Schools in Northern Ireland
Session 2 (GB2)
Religion and Society in Early Medieval Ireland: The Early Irish Monastery
George Beale
Learning outcomes:
Students will:
 Understand the role of the monastery in early Irish society
 Have discussed the plans of early medieval monastic sites in Ireland
Content:
 Discussion of the function of various buildings on the monastic site
 The religious life of the monastery
 The economy of the monastery
 The monastic ‘city’
Session 3
Preparation for school visits (LS4)
Reading: Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice,
Routledge
Learning outcomes:
Students will:
Prepare themselves for school visits: Situational Analysis
Content:
 Students’ expectations, areas of interest
 Teachers’ expectations
 Students’ contribution on a day visit
 List what students will be looking for when going on their school visit
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 Week 4
Session 1(GB3)
Early Irish Manuscript Illumination
George Beale
Learning outcomes: Students will:
 Appreciate the artistic and cultural achievements of the Celtic Church
 Discuss the designs and symbolism of early medieval manuscripts
 Be aware of the concept of inculturation in early medieval Ireland
Content:
 Irish manuscript illumination
Session 2 (GB4)
The Irish peregrini in Britain and Europe
George Beale
Learning outcomes: Students will:
 Understand the rationale of the peregrini
 Appreciate the contribution of the Irish to early medieval Europe
 Consider the legacy of Irish scholarship and culture in Europe
Content:
 The concept of peregrinatio in early Irish society
 The mission to the north – the work of Columba
 The mission to Europe – Columbanus and Gall
Session 3 (LS5)
Schools in Northern Ireland (1)
Laurence Siberry
Learning outcomes:
Students will:
 Explore a variety of NI School Mission Statements
 Consider the Northern Ireland Curriculum
Content:
 Compare and contrasts school mission statements
 Primary and Post Primary Curriculum content
 Week 5
Session 1(LS6)
Understanding the Northern Ireland Curriculum (1)
Laurence Siberry
Learning outcomes:
The students will:
 Be able to appreciate the curriculum changes in primary education in Northern Ireland
 Have an understanding of the “Big Picture” and curriculum content
Content:
 The primary curriculum
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Session 2 (AB2)
Culture and Society (2)
Andrew Brown
Learning outcomes:
Students will:
 watch a film and respond with critical understanding;
 express ideas and responses effectively and clearly;
 learn about cultural patterns in Northern Ireland
Content:
 Excerpts from a film showing aspects of Northern Irish culture
Session 3 (EP1)
The History of Ireland from the Plantations to the Union (1570-1801)
Eamon Phoenix

Learning outcomes:
Students should:
Acquire a knowledge of the main events and developments which shaped Ireland in the late
16th, 17th and 18th centuries.
Be able to demonstrate an understanding of the changing relationship between Britain and
Ireland and the impact of European and American events on Ireland.
Consider a range of historical evidence.




Content:
Ireland in the age of religious wars
The Plantation of Ulster
The Williamite Wars and Penal Laws (1688-1793)
Impact of the French revolution and the 1798 Rebellion


 Week 6
Session1 (AB3)
Culture and Society (2)
Andrew Brown
Learning outcomes:
Students will:
 watch a film and respond with critical understanding;
 express ideas and responses effectively and clearly;
 discuss cultural patterns in Northern Ireland
Content:
 Further excerpts from a film showing aspects of Northern Irish culture
Session 2 (LS7/BC1)
Understanding the Northern Ireland Curriculum (2)
Laurence Siberry - Brian Cummins
Learning outcomes:
The students will:
 Be able to appreciate the curriculum changes in post-primary education in Northern Ireland
 Have an understanding of the “Big Picture” and curriculum content
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Content:
 The post-primary curriculum
Session 3 (EP2)
Ireland from the Union to partition (1801-1921)
Eamon Phoenix
Learning outcomes:
Students should:
 Understand the forces and events which shaped the emergence of modern Ireland
 Discuss the nature of Nationalism, Unionism and Republicanism
 Gain an informed knowledge of the factors which led to the partition of Ireland
Content:
 Daniel O’Connell and Catholic Emancipation
 The Great Famine (1845-51) and its Consequences
 Home Rule and Unionism
 The Ulster Question
 The 1916 Rising and the Irish Revolution
 Week 7
Session 1 (AB4)
Culture and Society 3
Andrew Brown
Learning outcomes:
Students will:
 present an aspect of their home culture;
 present ideas using effective verbal and visual techniques;
 communicate ideas with clarity;
 develop a vocabulary for discussing cultural influences
Content:
 Presentations on aspects of cultural influence
Session 2 (LS 8)
Education: Current issues in education in Northern Ireland (1)
Laurence Siberry
Learning outcomes:
Students will:
 Consider impact of education on cultural and social reproduction in Northern Ireland.
 Reflect on the challenge of making education inclusive.
Content:
 Selection at 11
 Religious and Social Segregation
References:
- Websites:
http://www.deni.gov.uk/
http://www.onlineccms.com/
http://www.nicie.org/
http://www.comhairle.org/english/index.asp
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http://www2.deni.gov.uk/inspection_services/emu/index.htm
http://cain.ulst.ac.uk/issues/education/docs/smith99.htm
http://cain.ulst.ac.uk/emu/emuback.htm
http://www.nicie.org/archive/Educationforpeace.pdf#search=%22Education%20for%20Mutual%20Un
derstanding%20Northern%20Ireland%22
-Readings:
Gallagher, T. and Smith, A. (2000) The Effects of the Selective System of Secondary Education in
Northern Ireland, Main Report, Bangor; DENI.
Current press articles about Grammar schools’ entrance examinations.
Session 3 (EP3)
Northern Ireland 1921-2006
Eamon Phoenix
Learning outcomes:
Students should:
 Gain a broad working knowledge of the political, social and economic history of Northern
Ireland.
 Discuss the impact of post-war economic and social change.
 Discuss the origins of political conflict and attempts to find a settlement
 Analyse and discuss a range of historical evidence including audio-visual recordings.
Content:
 Partition and the Establishment of two Irish states
 Unionist Rule 1921-72
 Two communities
 Civil rights, Reform and the Troubles
 Attempts at a Settlement 1974-2000
 Week 8
Session 1 (AB5)
Culture and society 4
Andrew Brown
Learning outcomes:
Students will:
 present an aspect of their home culture;
 present ideas using effective verbal and visual techniques;
 communicate ideas with clarity;
 develop a vocabulary for discussing cultural influences
Content:
 Presentations on aspects of cultural influence

Session 2 (LS9)
Current issues in education in Northern Ireland (2)
Laurence Siberry
Learning outcomes:
Students will:
 Consider impact of education on cultural and social reproduction in Northern Ireland.
 Reflect on the challenge of making education inclusive.
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Content:
 Integration
 Education for Mutual Understanding
- Reading:
McGlynn, C. (2005) Integrated and Faith-Based Schooling in Northern Ireland, The Irish Journal of
Education, xxxvi,pp. 49-62
Session 3 (EP4)
Northern Ireland Today: Progress and Challenges
Eamon Phoenix
Learning outcomes
Students should:
 Gain a broad working knowledge of the political, social and economic situation in today’s
Northern Ireland.
 Discuss the impact of post-war economic and social change.
 Discuss the current settlement
 Analyse and discuss a range of evidence (articles/audio documents)
Content:
Current affairs: press articles and documents.
 Week 9
Session 1 (AB6)
The Short Story 1
Andrew Brown
Learning outcomes:
Students will:
 read prose fiction with understanding and critical awareness;
 express personal understanding and responses;
 increase understanding of Irish cultural patterns
Content:
Short stories: The Red Kite, Killing a Brit, and A Rhinoceros, Some Ladies and a Horse.
Session 2 &3 (LS10 &11)
Home education systems 1
Laurence Siberry
Learning outcomes:
Students will:
 Be able to compare and contrast their own education systems with the Northern Ireland system
and others.
 Be able to understand common and particular issues in education systems.
Content:
 In country groups students will present a power point on their education system to the rest of
their peers.
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 Week 10
Session 1 (AB7)
The Short Story 2
Andrew Brown
Learning outcomes:
Students will:
 read prose fiction with understanding and critical awareness;
 express personal understanding and responses;
 increase understanding of Irish cultural patterns
Content:
Short stories: The Red Kite, Killing a Brit, and A Rhinoceros, Some Ladies and a Horse.
Session 2&3 (LS 11 & 12)
Home Education Systems
Laurence Siberry
Learning outcomes:
Students will:
 Be able to compare and contrast their own education systems with the Northern Ireland system
and others.
 Be able to understand common and particular issues in education systems.
Content:
 In country groups students will present a power point on their education system to the rest of
their peers.
 Week 11
Session 1 (NR1)
Religion, Education and Schooling in Northern Ireland
Norman Richardson
Learning outcomes:
Students will:
 Explore the nature and role of religion in Northern Ireland, especially in relation to the
different systems of schooling and in the curriculum.
Content:
 A brief introduction to religion and religious diversity in Northern Ireland;
 Reflections on the significance of religion in the different types of schools;
 Overview of Religious Education in schools and the possibility of teaching for religious
tolerance and mutual understanding.
References:
 Richardson, N (1998) "A Tapestry of Beliefs", Belfast: Blackstaff Press (especially Preface,
Introduction and chapters 27 and 29)
 other readings to be made available via the internet.
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Session 2 (AB8)
Developing Literacy
Andrew Brown
Learning outcomes:
Students will:
 discuss methods of promoting literacy skills in the classroom;
 compare the effectiveness of various methods of developing literacy
Content:
 Presentation on key strategies for developing literacy
 Comparison of methods in national strategies
Session 3 : Preparation of presentations
 Week 12
Sessions 1,2 & 3 : Group Presentations
Assessment
LS GB RG EP AB NR
Intercultural group presentations on a particular aspect of Northern Ireland. (10 minutes).
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