Close icon
Close icon

BA in Education, Mathematics & Business Studies (MI014)

CAO Minimum Entry 2020: TBC
Places Offered: TBC
Location: MIC Thurles
  • Programme Overview
  • Programme Content
  • Entry Requirements
  • Ask a Question
  • Programme Overview

    The BA in Education, Mathematics and Business Studies programme (post-primary) is a four-year, full-time, undergraduate concurrent teacher education degree (Level 8), currently offered at MIC Thurles. Graduates are qualified to teach Mathematics and Business Studies to honours Leaving Certificate level.

    2 male and 1 female student talking in a corridor in MIC Thurles

    Why study on this programme?

    Graduates of the programme will:

    • Demonstrate subject knowledge, knowledge of curriculum content and process, and professional knowledge;
    • Engage in critical and analytical thinking, problem-solving, reflection and self-evaluation;
    • Engage in planning, teaching, learning, assessment, classroom management and organisation for the classroom and the school as a learning organisation;
    • Articulate a commitment to and vision for the development of the uniqueness of the pupil in all his/her dimensions;
    • Integrate and apply knowledge, skills, attitudes and values in complex and unpredictable educational settings;
    • Exhibit strong interpersonal skill and a readiness to be leaders and innovators of curriculum change; and
    • Demonstrate a commitment to lifelong personal and professional development and actively participate in professional learning communities.

    Modules, Study Abroad & Dissertation

    Students are educated in the most current methodologies and technologies available to enhance the teaching of their subject areas at post-primary level. The degree programme includes four years of modules in Mathematics and Business Studies. These are taken concurrently with education modules, which include theoretical, pedagogical and professional studies along with a number of school placement experiences.

    Opportunities to travel to the USA and Japan for short-stay school placements are available in Year 3. While arrangements to engage in teaching in Australia are available in the summer of Year 4.

    As part of their development as research-active teachers, students undertake an Undergraduate Dissertation. Students begin the preparation for the Dissertation in Year 3 where they undertake their Research Methods module.

    School Placement

    The school placement element of the programme is designed to meet the Teaching Council’s requirements, and students will spend approximately 21 weeks in schools during the programme. This period will allow students to engage in observation, class-based and whole-school teaching and learning activities. Working in partnership with schools, the placements are designed to enable students experience class levels from junior to senior cycle within a range of school types, and that the student is guided and empowered along his/her learning-to-teach journey. The level and range of teaching and learning activities increases from School Placement 1 to School Placement 4 and the student is assisted by the tutors and co-operating teachers to ensure that her/his practice is reflective of professional knowledge and her/his own personal commitment to the pupils’ wellbeing and learning. There is an integrated focus on subject knowledge and also inclusion and differentiation for each placement. Placements occur at four points in the programme.

    Teaching and Learning 1 - Year 1, Semester 2: Students are given the opportunity to observe teaching in practice for one week in a senior primary classroom. This observation placement provides an opportunity for students to gain an insight into the interconnection between primary and post-primary education. The placement inducts student teachers into the practice of teaching and reflection.

    School Placement 1 - Year 2, Semester 4: The focus for this six-week school placement is on lesson planning and preparation, scheme planning and developing effective teaching
    strategies in their subject areas. There is also a strong emphasis on the development of critical and reflective practice, and on developing an understanding of schools as organisations. Both observation and teaching elements are integrated into this placement which usually attends to Junior Cycle level and/or Transition Year level. Students may also be placed in pairs on this placement, facilitating team teaching with one another as well as with established teachers.

    School Placement 2 - Year 3, Semester 6: In this two-week placement, students will work in special settings including the possibility of an international placement. The purpose of this placement is to support the student in becoming an inclusive teacher and to develop their confidence and competence in responding to diverse needs in the classroom.

    School Placement 3 & 4 - Year 4, Semester 8: These placements will run simultaneously over 12 weeks. School Placement 3 addresses the whole school elements of the extended placement beyond the classroom and provides structure to the student’s whole school learning throughout the placement including the continuation of the Professional Portfolio. In School Placement 4 the student teachers will plan, prepare and implement schemes of work and lesson plans in their subject areas at Junior and Senior Cycle level. There will be a strong emphasis on reflective practice throughout these modules.

    School Placement
    School Placement
    Students will develop their confidence and competence in authentic classroom situations

    Career Opportunities

    The programme prepares graduates for their roles in all areas of professional life in education.

    The following list demonstrates just some of the careers our graduates have pursued:

    • Post-Primary Teacher
    • Retail Management
    • Banking
    • Marketing and PR
    • Human Resource Management
    • Training and Development
    • Educational Management
    • Sales
    • Entrepreneurship

    Undergraduate Entrance Scholarships

    MIC will offer for competition, on the basis of results in the Irish Leaving Certificate Examination, five First Year Undergraduate Entrant Scholarships, to entrants on the MIC, St Patrick’s Campus, Thurles programmes, valued at €2,000 each. Further information available here.

    Contact

    MIC Thurles

    T: +353 504 20535 / 21201

    E: Paula.Hourigan@mic.ul.ie

    Programme Content

    content

    Semester 1 (Year 1)
    Becoming a Student Teacher
    Elementary Number Theory
    Calculus 1: Differentiation
    Two of the following modules will be offered:
    Management Principles 
    Business Mathematics
    Marketing
    Semester 2 (Year 1)
    Teaching and Learning 1 - Planning to Teach
    Understanding Contemporary Schools and Society
    Adolescent Development - Understanding Young People and How They Learn
    Introduction to Geometry
    One of the following modules will be offered (excluding the modules already offered): 
    Management Principles 
    Business Mathematics
    Marketing
    Semester 3 (Year 2)
    Teaching and Learning 2 - Planning for Differentiation
    Teaching Mathematics and Business Studies 1 
    Linear Algebra
    Business Studies Accounting
    One of the following modules will be offered:
    Legal Environment of Business
    Economics
    Semester 4 (Year 2)
    Inclusive Education: Contemporary Perspectives
    School Placement 1
    Calculus 2: Integration
    One of the following modules will be offered (excluding the module already offered): 
    Legal Environment of Business
    Economics
    Semester 5 (Year 3)
    Curriculum Studies and Assessment for and of Learning
    Diversity in Education - Ethics, Interculturalism and Inclusive Classrooms
    Introduction to Statistics
    Multivariate Calculus
    Two of the following modules will be offered:
    Entrepreneurship and New Enterprise Creation
    Business Information Systems
    Organisational Behaviour
    Ireland and the Global Economy
    Semester 6 (Year 3) 
    Research Methods - Ethical Foundations for Teaching and Research
    School Placement 2
    Computational Mathematics
    Abstract Algebra
    One of the following modules will be offered (excluding the modules already offered):
    Entrepreneurship and New Enterprise Creation
    Business Information Systems
    Organisational Behaviour
    Ireland and the Global Economy
    Semester 7 (Year 4)
    Policy and Leadership in Education
    Dissertation 1
    Teaching Mathematics and Business Studies 2
    Strategic Management
    Euclidean and Non-Euclidean Geometry
    Semester 8 (Year 4)
    School Placement 3
    School Placement 4
    E-Portfolio
    Dissertation 2

    Entry Requirements

    Applicants must have obtained the following minimum grades in the Leaving Certificate examination:

    • Grade H5 on a Higher Level paper in not less than two subjects
    • Grade O6/H7 in four other subjects, including English (Higher or Ordinary Level)

    Applicants must have obtained the following grades, at minimum, in the following subjects:

    • Mathematics - O1/H5

    Leaving Certificate Vocational Programme (LCVP)

    Link modules will be accepted for points purposes but they will not qualify as a subject for matriculation purposes.

    GCE/GCSE Applicants

    For further information about minimum grades and entry requirements, please contact the MIC Admissions Office at E: Admissions@mic.ul.ie.

    Student Fitness to Teach Form

    In order to establish students' fitness to teach, all incoming teacher education students are required to complete a Student Fitness to Teach Form.

    Garda Vetting

    Registration will be conditional upon successful completion of the Garda vetting process.

    If you are at least 23 years old on 1 January of the year of entry to College, you are considered as a mature applicant. All mature applicants who make an application to the College through the CAO for MI014 and are meeting the eligibility criteria, will be invited to attend for an interview. Candidates are awarded a grade for their performance at the interview. Where places remain unfilled after the list of successful first preference applicants has been exhausted, offers may be made to other applicants in order of preference and in accordance with the order of merit. Applicants who get a ‘fail’ grade in the interview will be eliminated from the competition.

    Applicants who have failed the interview on two previous occasions are not eligible to re-apply. Mature applicants who have completed an interview will be contacted by the College to indicate whether or not they are suitable candidates for a place on the programme. Places are offered by the CAO based on the applicant’s order of preference.

    Student Fitness to Teach Form

    In order to establish students' fitness to teach, all incoming teacher education students are required to complete a Student Fitness to Teach Form.

    Garda Vetting

    Registration will be conditional upon successful completion of the Garda vetting process.

    Fees & Grants

    Fees

    Tuition fees may be paid in respect of full-time undergraduate students undertaking approved courses in eligible institutions. Details of the Free Fees criteria are listed here.

    If you do not qualify for free fees, undergraduate tuition fees and other charges may apply. See Undergraduate Fees here.

    Grants

    Students apply for a grant through Student Universal Support Ireland (SUSI) and if they meet certain criteria, they may be eligible for full or partial financial support.

    Before applying at www.susi.ie, please review the criteria carefully.

    Contact
    MIC Thurles
    +353 504 20535 / 21201

    Ask a Question

  • Programme Overview
  • Programme Content
  • Entry Requirements
  • Ask a Question