RECOGNITION OF PRIOR LEARNING FOR

CERTAIN APPLICANTS
ONTO
LEVEL 7
BACHELOR OF ARTS IN MONTESSORI
EDUCATION

Template Document to Demonstrate

Experiential Learning

This should be submitted with your

portfolio for
Recognition of Prior Learning

June 2014

Template Document to Demonstrate Experiential Learning

Introduction
The purpose of this document is to allow the applicant to demonstrate the
achievement of Module Learning Outcomes (MLOs) through Prior Experiential
Learning..
This material must accompany your application.
Prior Experiential Learning?
This refers to learning which has not previously been academically accredited.
It generally takes place through learning and training activities undertaken in
the workplace, voluntary sector and/ or in community-based activities. It can
also refer to learning acquired as part of your personal development. The
manner in which people use their experience demonstrates their level of
learning.
This may be dependent on the duration and quality of their
experience, which can be gained as a result of involvement in a wide range of
activities.
The important element in this form of prior learning is that each persons
experience and associated learning is unique. Every person can takes different
learning from similar situations.
Type of evidence
Given the uniqueness of Prior Experiential Learning, it is up to you to decide on
the most appropriate evidence to demonstrate your learning. The College
cannot be prescriptive on terms of the format of the evidence, but typically, it is
of the following nature.
(a) References from previous employers;
(b) CV, outlining career, voluntary work etc.;
(c) Job descriptions and experiences, verified by an employer;
(d) Details of any on the job training, supported by certificates for
qualifications, training courses etc.;
(e) Sample work such as drawings, minutes from meetings, lesson plans and
other specific tasks undertaken in the workplace;
(f) Evidence from the applicants personal life;
(g) Published work;
(h) Professional
licenses/registrations
or
membership
of
professional
organisations;
(i) Acknowledged accomplishments;
(j) Diaries and other journals supporting evidence of learning;
(k) Relevant recreational activities or hobbies;
Prior Experiential Learning
This is the more challenging as you must remember that it is demonstration of
learning and not experience which determines evidence.
Conclusion
The objective of your portfolio is to demonstrate to SNMCIs RPL Committee
that all the evidence your present illustrates how your prior learning meets
Programme and Module Learning Outcomes. The evidence presented based of
your experience is a key element of this.

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You will find this exercise rewarding.

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Learning
Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-03
10
Module Ref
ECTS
Module Title: Montessori and Comparative Philosophies
1. Demonstrate knowledge of Montessori philosophy for the physical,
cognitive, social, emotional, linguistic and spiritual development of the
child (birth to three years)
2. Trace and discuss milestones in the
history of child centred
educational philosophy
3. Investigate other models of early years provision in Ireland and
compare and contrast them with the Montessori Method
4. Explore the core themes and principles of Aistear and Solta
5. Examine a range of types of play (outdoor and indoor) and reflect on
the purpose of each in the holistic development of the child
Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

3
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Page

Date
:

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Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-04
5
Module Ref
ECTS
Module Title: Introduction to Sociology
1. Demonstrate knowledge of the origins of sociology and of key
sociological theories, terms and concepts.
2. Define socialisation and summarise the primary stage which occurs
during infancy and early childhood.
3. Outline and discuss the components of culture, i.e. the learned values,
customs, norms and behaviour of a society.
.
4. Outline and discuss the major sociological perspectives on childhood.
5. Question assumptions about childhood and discuss how notions of
childhood influence the field of Early Childhood Education and Care
(ECEC).
Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess

5
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Page

Date
:

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Template Document to Demonstrate Experiential Learning

or):

6
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Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-05
5
Module Ref
ECTS
Module Title: Health, Safety and Nutrition
1. Demonstrate knowledge around the cause and prevention of common
childhood illnesses
2. Demonstrate the practical knowledge and skills of basic First Aid and
Manual Handling
3. Implement strategies to promote a healthy environment in an early
childhood setting, emphasising hygienic practices
4. Explain the nutritional and dietary needs of, and be able to plan well
balanced meals for young children
5. Discuss all aspects of child welfare and compliance in ECEC
environments in line with Childcare and Preschool Services
Regulations, including associated inspection tools
Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

7
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Page

Date
:

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Template Document to Demonstrate Experiential Learning

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-06
10
Module Ref
ECTS
Module Title: Developmental Psychology
1. Demonstrate knowledge of major perspectives in developmental
psychology relating to the child from birth to six years
2. Outline the processes of development such as physical, linguistic,
emotional and social which impact on psychological development in
early childhood, prenatal to six years
3. Debate issues related to nature/nurture, maturation/experience and
continuity/discontinuity
4. Articulate an understanding of the social factors affecting the
psychological development of the child from prenatal to six years, such
as attachment and play.
5. Demonstrate an ability to identify and utilise reliable sources of
scientific evidence in psychology
Context:
.
Learning Experience

Refection and Analysis

8
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.
Recommendation of Assessor

Signed
(Assess
or):

Date
:

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-08
5
Module Ref
ECTS
Module Title: Gaeilge and the Arts (Visual Arts)
1. Explore the potential of visual arts as a source of discovery, enjoyment
and expressive communication for the child
2. Demonstrate an ability to introduce works of art in an age-appropriate
way to allow children to respond to the nuances and beauty of art
3. Utilise a range of artistic media, materials and natural items to
facilitate the childs creative process
4. Eolas bunsach a liri ar struchtir chomhr agus ghramada na
Gaeilge (Demonstrate a basic knowledge of conversational and
grammatical structures in the Irish language.)
5. Scileanna teanga bunsacha na Gaeilge a sid agus a chur i bhfeidhm
chun iad fin a chur in il go cruinn i ngach suomh oideachasil don
phiste aois 0- 6 (Utilize and implement basic Irish language skills to
express themselves precisely in educational settings for the child 0-6.)
Context:
.
Learning Experience

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Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Date
:

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
1-09
10
Module Ref
ECTS
Module Title: Supervised Practice
1. Recognise and respond to the care needs of the infant or child and
engage in the creation of a nurturing and learning environment.
2. Facilitate social interaction through play and activity with particular
emphasis on early language acquisition and development.
3. Demonstrate competence in the presentation of early Montessori
manipulative materials.
4. Conduct and record observations and use data gathered to evaluate
and meet childrens needs.
5. Act professionally and effectively, under guidance, in a collaborative
relationship with a multi-disciplinary ECEC team.
Context:
.
Learning Experience
Page

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Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Programme
Title
Module Ref
Module Title:

Page

Date
:

Bachelor of Arts in Montessori Education (Level 7)

2-01
ECTS
Montessori: Emergent Curriculum 2

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Template Document to Demonstrate Experiential Learning

Learning
Outcome:

1.
2.
3.
4.
5.

Create a learner centred, prepared environment applying

Montessori methodology and concepts
Plan, deliver, assess and evaluate the Montessori curriculum for
children up to 6 years in all subject areas
Implement strategies for developing literacy and numeracy skills
Relate the Montessori curriculum to current educare strategies and
frameworks, in particular Aistear
Utilize skills to present Montessori didactic materials, and to create
original manipulative materials

Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Page

12
June 2014

Date
:

SNMCI 2014

Template Document to Demonstrate Experiential Learning

Learning
Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
2-02
5
Module Ref
ECTS
Module Title: Montessori Philosophy
1.
Demonstrate specialised knowledge of the key concepts of
Montessori philosophy for the child up to six years
2.
Integrate the core strands of Aistear and Montessori key concepts
3.
Evaluate the role of the environment in the Montessori approach
for the educare of the child up to six years
4.
Discuss the professional attributes and responsibilities of the adult
in a Montessori prepared environment
Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):
Page

13
June 2014

Date
:

SNMCI 2014

Template Document to Demonstrate Experiential Learning

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
2-05
5
Module Ref
ECTS
Module Title: Child Protection and Welfare
1. Discuss the UN Convention on the Rights of the Child
2. Demonstrate familiarity with the governments policy relating to child
protection as outlined in Children First: National Guidance
3. Discuss consent and develop consent forms for use in various situations
within the ECEC setting
4. Identify the roles and mandatory responsibilities of the student
practitioner, with regard to child protection and welfare, in the ECEC
setting
5. Identify the agencies involved and define roles and responsibilities of
various staff members working as part of a multi-disciplinary and interagency team.
Context:
.
Learning Experience

Refection and Analysis

Page

14
June 2014

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Template Document to Demonstrate Experiential Learning

.
Recommendation of Assessor

Signed
(Assess
or):

Date
:

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
2-08
5
Module Ref
ECTS
Module Title: Gaeilge and the Arts (Childrens Literature)
1. Relate a brief history of the origins and evolution of childrens
literature
2. Discuss the importance of story in a childs life
3. Examine and evaluate books for children up to six years with a view to
supplying a class library
4. Eolas a liri ar struchtir chomhr agus ghramada na Gaeilge.
(Demonstrate knowledge on conversational and grammatical structures
of the Irish language)
5. Scileanna teanga na Gaeilge a sid agus a chur i bhfeidhm chun iad
fin a chur in il go cruinn i ngach suomh oideachasil don phiste
aois 0-6. (Utilize and implement Irish language skills to express
themselves precisely in educational settings for the child 0-6)
Context:
.
Learning Experience

Page

15
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SNMCI 2014

Template Document to Demonstrate Experiential Learning

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Date
:

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
2-09
10
Module Ref
ECTS
Module Title: School Placement
1.
Plan, deliver and evaluate appropriate learning experiences for the
child up to age six, using Montessori manipulative materials
2.
Evidence knowledge of Aistear and Solta within their practice
3.
Integrate the core knowledge and concepts of the foundation
disciplines of education into practice
4.
Conduct observations to inform and enhance teaching and learning
in an ECEC environment
5.
Apply professional, ethical and personal communication skills in
his/her collaborative relationships in a ECEC setting to optimize the
childs welfare and learning
Context:
.
Learning Experience
Page

16
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Template Document to Demonstrate Experiential Learning

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Programme
Title
Module Ref
Module Title:

Page

Date
:

Bachelor of Arts in Montessori Education (Level 7)

3-02
ECTS
Montessori and Educational Philosophy

17
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Template Document to Demonstrate Experiential Learning

Learning Outcome:

1. Demonstrate specialised knowledge of Montessori philosophy for the

physical, intellectual, linguistic, moral, emotional and social
development of the child up to 12 years
2. Analyse and explore Montessoris philosophy of Cosmic Education
3. Discuss the philosophical concepts underpinning the primary school
curriculum (PSC), in particular those of Bruner, Dewey, Chomsky and
Vygotsky
4. Compare these pedagogical approaches to Montessori theory in terms
of ethics, activity/discovery learning, integrated curriculum and
environment based learning

Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Page

18
June 2014

Date
:

SNMCI 2014

Template Document to Demonstrate Experiential Learning

Learning
Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
3-07
5
Module Ref
ECTS
Module Title: Introduction to Business Management
1. Display knowledge of the general business landscape for small
businesses in Ireland
2. Create a business plan including marketing and sales appropriate to an
ECEC business.
3. Demonstrate knowledge of funding and finance relevant to setting up
and running an ECEC business
4. Display knowledge of the rules and regulations pertaining to childcare
businesses
5. Identify the employers responsibility with regard to Employment Law.
Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Page

19
June 2014

SNMCI 2014

Template Document to Demonstrate Experiential Learning

Signed
(Assess
or):

Date
:

Learning Outcome:

Bachelor of Arts in Montessori Education (Level 7)

Programme
Title
3-08
5
Module Ref
ECTS
Module Title: Gaeilge and the Arts (Drama)
1. Employ a range of tools and resources to effectively plan and deliver
drama in the classroom, with particular focus on the specified drama
curriculum (PSC)
2. Utilise drama as an integrative and process tool across the curriculum
and as a medium for building interpersonal and intrapersonal skills
3. Scileanna teanga na Gaeilge a sid agus a chur i bhfeidhm chun iad
fin a chur in il go cruinn i ngach suomh oideachasil don phiste
aois 6 - 12. (Utilize and implement Irish language skills to express
themselves precisely in all educational settings for the child 6 - 12.)
4. Pleanil, cleachtadh agus meastireacht ar mhineadh na Gaeilge go
cumarsideach agus na ceithre scileanna teanga comhthite sna
ceachtanna. (Plan, put into practice and evaluate the teaching of Irish
communicatively integrating the four language skills.)
Context:
.
Learning Experience

Page

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Template Document to Demonstrate Experiential Learning

Refection and Analysis

.
Recommendation of Assessor

Signed
(Assess
or):

Programme
Title
Module Ref
Module Title:

Page

Date
:

Bachelor of Arts in Montessori Education (Level 7)

3-09
School Placement

21
June 2014

ECTS

SNMCI 2014

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Template Document to Demonstrate Experiential Learning

Learning Outcome:

1. Plan, deliver, assess

and evaluate appropriate teaching and
learning experiences to create a learner centred environment for
the child up to 9 years, in a range of educational settings
2. Utilise advanced skill and competence in the presentation of the
Montessori curriculum and materials for children within this age
range
3. Integrate knowledge of the principles and content of the Primary
School Curriculum with Montessori practice
4. Utilise a variety of methodologies to enhance the quality of
teaching, learning and assessment in the classroom; talk and
discuss, collaborative /co-operative learning, active learning, skills
through content, using the local environment, problem solving
5. Utilise observation and differentiation to implement change and
progress learning for both individuals and groups in classrooms for
children, 6-9 years
6. Apply professional, ethical, personal and reflective skills to act and
communicate effectively with children and adults in the school
setting to optimise the childs welfare and learning

Context:
.
Learning Experience

Refection and Analysis

.
Recommendation of Assessor

Page

22
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Signed
(Assess
or):

Page

23
June 2014

Date
:

SNMCI 2014