Module: Curriculum and Inclusive Practice

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Curriculum and Inclusive Practice
Module Code	AP301
School	73
Module Co-ordinator	Semester 1: Susan Marron Semester 2: Susan Marron Autumn: Susan Marron
Module Teachers	Susan Marron Frances Murphy Maura Coulter
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only
Essay: 100%

Description

This module provides an deeper insight into inclusive practice in Physical Education and the teaching of the Physical Education Curriculum (DES, 1999) with a particular focus on the games strand. Inclusion and differentiation are illustrated as the strand is explored with special reference to children with additional needs and children who are gifted and talented. The principles of Universal Design for Learning will be a key pedagogy that will be promoted using the Disentangling Inclusion in Primary PE online resource for teachers. Teaching games for understanding (TGfU) is explored as an example of a Curriculum model. Building on the work undertaken on the development of fundamental movement skills students will demonstrate their personal proficiency related to a wide range of games skills and their application in particular settings. They will be able to describe how they can adapt tasks, activities and the environment to meet the different needs of children. Students are provided with opportunities to experience the application of TGfU in planning and teaching a unit of work to a group of children in a local school setting while being supported by mentoring undertaken by physical education lecturers.

Learning Outcomes

1. Define inclusion, adapted physical activity (APA) and Teaching Games for Understanding (TGfU) related to physical education and to the games strand in particular.
2. Describe games tasks, activities, equipment that can be used to support multiple means of representation , engagement action and expression in Physical Education to meet the needs of all children with a particular emphasis on progression.
3. Plan a games unit of work that incorporates the principles of Universal Design for Learning and illustrates differentiation using a Teaching Games for Understanding approach.
4. Teach children a particular sport in a local school setting applying the principles of inclusion and the Teaching Games for Understanding model.
5. Describe how to assess, record and report to children and parents the achievement of children in games.
6. Perform a range of games skills proficiently and teach these skills describing adaptations and progressions.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	2-hour Inclusion, APA, TGfU and associated theory
Workshop	1	Skills Practical and Oral Assessment
Independent Study	100	Reading, Planning, researching, evaluation of resources, assignment preparation, skills practice, group collaboration, skills practical and oral presentation assessment
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
Define inclusion, adapted physical activity (APA) and Teaching Games for Understanding (TGfU) related to physical education and games in particular. - The TREE (Teaching style, Rules, Equipment, Environment) Framework. and the principles of Universal Design for Learning in PE - Examination of equipment and environments that support children in developing their games skills. - Integration and inclusion of children with disabilities in schools and communities: some examples of practice. - Identification of the gifted and talented child. - Design activities within physical education for the gifted and talented child. - Participate in examples of invasion, shared court, net games and striking and fielding games with an emphasis on Teaching Games for Understanding (TGfU) through a range of the following activities: e.g. tennis, badminton, volleyball, rounders, hurling/camogie and basketball. - Plan and teach a unit of work to a group of children underpinned by TGfU and principles of Universal Design for Learning. - Teacher skill development: observational skills, organisational skills, performance skills related to games teaching. - Application of assessment modes and tools to enhance teaching and learning in games. International collaboration online, if feasible, to explore inclusion in Physical Education in different countries in schools.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Performance evaluation	Individual practical performance and teaching	50%	n/a
Assignment	Group assignment and presentation	50%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Jones, R. & Cope, E. In Hardman, K. & Green, R.: 2011, Contemporary Issues in Physical Education. Teaching Games for Understanding: an Inclusive Teaching Model, Meyer & Meyer, Maidenhead,
Lund, J., & Tannehill, D.: 2015, Standards-based physical education curriculum development, 3rd, Jones & Barlett, Boston,
Horvat, M., Croce, R., Pesce, C., & Fallaize, A.: 2019, Developmental and Adapted Physical Education, 1st, Routledge, NY,
Graham, G., Holt/Hale, S A. & Parker, M.: 2021, Children moving a reflective approach to teaching physical education., 10th, McGraw-Hill, Boston,
Lieberman, L., Grenier, M., Brian, A., & Arnd, K.: 2020, Universal Design for Learning in Physical Education, 1st, Human Kinetics, Champaign, IL,

Other Resources

51527, Website, Marron, S. and Gallagher, S., 2021, The Inclusion Club: Video/Transcript: Episode 82: Inclusion in Physical Education: Discover, Invent, Describe and Feel., DCU, https://theinclusionclub.com/inclusion-in-physical-education-discover-invent-describe-and-feel/, 51528, Website, Marron, S. and McBride, C., 2020, The Inclusion Club: Video/Transcript: Episode 77: Inclusion in Physical Education: A Primary Teachers Actions., DCU, https://theinclusionclub.com/episodes/, 51529, Website, Marron, S. and Kelly, R., 2018, The Inclusion Club: Video/Transcript: Episode 75: Inclusion in physical education: Dancing with your eyes., DCU, http://theinclusionclub.com/inclusion-in-physical-education-dancing-with-your-eyes/, 51530, Podcast, Haegele, J., 2019, Episode 63 Understanding the Inclusiveness of Integrated Physical Education w/Dr. Haegele in Play with Research in Health & Physical Education., Risto Marttinen (Host), https://anchor.fm/PwRHPE/episodes/63-Understanding-the-Inclusiveness-of-Integrated Physical-Education-wDr--Haegele-e5a64u, 51531, Podcast, Irish Primary PE Association, 2021, Episode 3 Richard Bowles Teaching Games, Irish Primary PE Association, https://www.irishprimarype.com/podcasts-2/episode-2-richard-bowles/ Podcast., 51532, Website, Disentangling Inclusion in Primary Physical Education, 2021, DiDisentangling Inclusion in Primary Physical Education, Luxembourg, https://www.dippe.lu/,

Programme or List of Programmes

BED	Bachelor of Education

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