Qualification
Duration
Sep to July Stage 3 of B.Ed. level 7
Mode of Study
(2 evenings online + 1 Sat/month on campus)
Applications
Major level 6 Early Years
Location
Fees
SPECIAL OFFER – 50% OFF FOR APR 23 (i.e. €495)
Year 3 P/T Fee - €3,990
Programme Information
This course is a bridging programme which aims to bridge the gap between your existing qualifications and experience and the advanced entry point to the final year (stage 3) of our Level 7 B.Ed. Montessori Education degree.
Having completed the Bridging programme you will be in a position to apply, via the Recognition of Prior Learning application process, for advanced entry to Stage 3.
All part-time applications are via direct application to the College.
For further information contact info@smsi.ie.
International Applications
Applications from international learners are very welcome, though please note that this programme is not on the ILEP and therefore cannot provided Stamp 2 visa status. Please register your interest and we will be in touch with next steps.
Applicants to this programme must meet normal QQI requirements for entry to the level 7 B.ED Montessori Education programme via the Recognition of Prior Learning Application (RPL). The entry requirements are as follows:
- Level 6 (Major award): Montessori Education
- Level 6 (Major award): Early Childhood Education
- Level 6 (Major Award): Other Education related degree
- Other awards at Level 6 with education experience may also be considered
Applicants must apply under Recognition of Prior Learning (RPL), and Recognition of Prior Experiential Learning, (RPEL), and are considered on a case by case basis. Applicants wishing to apply to the course using RPL and or RPEL must inform the College at the time of application. Each application is reviewed on a case by case basis by the RPL Committee, who convenes at set intervals throughout the year. Please be sure to make your application before the application deadline so as to ensure that your application will be reviewed in time for the upcoming RPL Committee meeting. Further details on the requirements and processes for RPL and RPEL can be found on this website on the RPL Page.
BRIDGING PROGRAMME MODULES BY STAGE
MODULE 1: Montessori Education - Birth to 3
In introducing Montessori educational philosophy, Síolta and Aistear, this module will investigate how best to offer children creative, interactive environments conducive to the development of life skills such as independence, cooperation, personal care, self-regulation, exploration, problem solving and interpersonal communication. Reflection on the pedagogy of playful learning, and the role of the adult in this process, will be a key aspect of the module.
MODULE 2: Montessori Education - 3 to 6
The overall aim of the module is to provide learners with the knowledge and skills to create environments for children in the early years, where the focus is on the child as an active agent of his/her own education. Using knowledge of Montessori Educational philosophy and Síolta and Aistear, this module will investigate how best to offer children creative and interactive environments conducive to the development of life skills and executive functions. This module will build on module 1, continuing to highlight the importance of sensory and concrete learning activities, literacy and numeracy skills and inclusive practice. The module will also introduce the issue of ICT and discuss the ‘pros’ and ‘cons’ of technology for digital natives, in the early years.
MODULE 3: Sociology
This module introduces learners to key people, perspectives and concepts in the study of society. It provides a lens through which learners can observe and seek to understand their culture, and the social world around them. Learners are encouraged to think about how the ways in which they were socialised have formed their own beliefs and values, and how society with its systems and institutions has influenced their own development. In particular, learners will consider the concepts of family and the social construction of childhood.
MODULE 4: Special Education
This module aims to introduce the learner to the concepts of differentiation and responses to diversity. It introduces learners to the fundamental challenges of planning, teaching and learning with children with additional needs aswell as taking a look at the most common additional needs presenting in Irish classrooms. The theoretical aspects of the module are linked to practice by examining how Montessori concepts, in particular those relating to sensory development and the concrete experience, can be integrated to practice to support children’s learning.
B.ED. Montessori (Early Years) YEAR 3 PROGRAMME MODULES BY STAGE
MODULE 1: Montessori Education - Early Years to Elementary Curriculum
This Montessori module is integral to the programme. It examines Montessori theory in detail for the child from six to nine years. In particular it examines Montessori’s concepts of Cosmic Education which sees the child as an active participant in the ‘adventure’ of the universe, and ‘Metamorphosis’, which acknowledges the child as s/he transitions into a new plane of development.
Research indicates that the transition from preschool to primary school is recognised nationally and internationally as a very important time in children’s lives and poor communication between preschools and primary schools is a barrier to successful transition for children (O’Kane 2007; 2016)[1]. International research argues for a greater level of continuity between preschools and primary schools. A need to develop supportive relationships between the two is noted as being critical (Grieshaber, 2009; Bablett et al., 2011; Petriwskyi, 2013, cited in O’Kane, 2016).
The aim of this module is to build on previous learning in Montessori curriculum modules, 101 and 201 and to recognise the ‘child in transition’. The module links with module 307 Montessori Practice 3: Early Years to Elementary and will stress the importance of language experiences, oral expression, listening, written skills, literature, and creative writing and the importance of the teacher as the person best placed, after parents, to influence children in their reading habits.
This module will build on previous debate on the issue of technology, to introduce learners to a range of ICT software and digital devices to allow children to develop a positive attitude towards the use of digital technology and to be active, creative and critical learners.
[1] O’Kane (2016) Transitions from Preschool to Primary School. NCCA Report No. 19
MODULE 2: Psychology of Teaching and Learning
Knowledge of psychology is essential for teachers. The overall aim of this module is to address psychology as it relates to teaching and learning. Learners will investigate theories of cognition, learning and behaviour and evaluate how these theories influence teaching and learning. Learners will investigate how we gain information about the world, how it is stored and processed, how we solve problems, think and formulate language.
The module will also address issues such as attention, perception and memory, language, intelligence and problem solving and representations of knowledge.
This module will enable learners to challenge, formalise and build on their own prior knowledge in the area of psychology, and to relate new knowledge to their growing understanding of child development and to their practice. It will allow educators to adapt and to modify their approaches in a range of educational settings.
CT and discuss the ‘pros’ and ‘cons’ of technology for digital natives, in the early years.
MODULE 3: Philosophy of Education
An introduction to philosophy is essential to any programme of Initial Teacher Education. It is foundational knowledge which allows educators to interrogate their own practice and contributes to growth and development by helping individuals to understand their personal and professional worlds. The study of philosophy also encourages research, academic rigour and a logical approach to arguments.
The aim of this module is to introduce learners to philosophical concepts and core themes in Philosophy of Education. Learners are encouraged to make links with their practice by discussing topics relevant to how children learn. Learners will be encouraged to read widely and to reflect on the moral dimensions of teaching and learning. They will also be guided towards the development of a personal philosophy of education to inform their practice
MODULE 4: PPD: Research Skills
An understanding of the research process is important for all students of education and encourages the lifelong skills of locating, evaluating and using information effectively. The concepts of inquiry and critical thinking are needed as the foundation of quality practice. The aim of this module is to introduce learners to the nature of research and the research process. The module provides learners with detailed knowledge of the principles of quality research and in particular the challenges of research in education. Learners will analyse and interpret existing research on education and childhood, identifying methodologies, design, data analysis and research concepts such as bias, validity and generalisability. In particular, the module aims to familiarise learners with research as a reflective process and a collaborative activity among colleagues as a way to solve real problems and initiate change.
MODULE 5: Introduction to School Management
This module aims to provide learners with a general knowledge of management in education. Learners will develop and acquire skills in planning, delivering and communicating in an education setting. They will also examine relevant legal and financial requirements. An understanding of basic business and management will add core competencies and skills to the graduate profile and allow graduates to pursue positions of responsibility and display management, communication and leadership skills in educational settings.
MODULE 6: Special Education
This module focuses on differentiation and responses to diversity. It introduces learners to practice and planning for children with assessed syndromes and specific learning difficulties. It outlines the Individual Education Plan (IEP) process and the importance of differentiation both in planning and in practice. The theoretical aspects of the module are linked to practice by examining how Montessori concepts, in particular those relating to sensory development and the concrete experience, can be integrated to practice to support children’s learning. This module aims to provide the learner with a deeper understanding of differentiation and responses to diversity.
MODULE 7: Montessori Practice Eearly Years: (6-9)
Placement is an integral part of the programme. It allows the learner to link practical and theoretical elements of other modules across the stage. In Stage Three learners have the opportunity to engage with children as they transition into the first years of primary education. The aim of this module is to enable the learner, through practical classroom experience, to integrate Montessori philosophy into settings for the ‘child in transition’. The learner will consider the ‘child in transition’ and will observe, plan, deliver, assess and evaluate activities, experiences and projects based on his/her continuing study of Montessori education and childhood development. This module will allow the learner to further develop communication skills and reflective abilities consistent with best practice in education and development.
Price €990
SPECIAL OFFER – 50% OFF FOR APR 23 (i.e. €495)
About Level 7 B.ED Montessori Education
SNMCI’s Level 7 Bachelor of Education in Montessori Education is a three year programme in which students are able to discover in-depth the benefits and revolutionary pedagogy of Maria Montessori within the Education system in Ireland.
Frequently Asked Questions
Who is this for?
This programme is designed for existing early years educators who are seeking a QQI accredited Level 7 award. As the B.Ed. Montessori Education is recognised by the Early Years Qualifications Advisory Board (QAB), graduates are eligible to be included in quotas for the ECCE higher capitation fee.
Learners who enrol on the Bridging programme, starting in September 2022, followed by the final year of the B.Ed. Montessori Education can attain Level 7 professional status in just over 1 year of study. This programme will also add valuable knowledge and competencies in the Montessori method to your existing skill set.
Why St Nicholas Montessori College?
We are accredited by QQI and we are a founder member of the Higher Education College Association (HECA). We have been delivering education programmes since 1970 and all of our programmes our underpinned by our application of Montessori philosophy and methodology which values the unique learning potential of every human being. Our College is compact and accessible, offering learners a true sense of belonging and community in the heart of Dun Laoghaire and Cork.
I've applied, now where can I find more information on the area?
For more information on the surrounding area like accommodation, facilities, local life and more please see our community page!
Incredible Skills
We practice what we preach. Learning via the Montessori method will provide you with a set of 21st Century learning skills which will serve you throughout your career, whether that be in education of another discipline.
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