Module: Drama & Physical Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Drama & Physical Education
Module Code	ED1015 (ITS) / EDP1060 (Banner)
Faculty	DCU Institute of Education	School	Arts Education & Movement
Module Co-ordinator	Maura Coulter
Module Teachers	Frances Murphy, Paula Murphy, Sharon Mcardle, Una Mccabe
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Assignment/s in physical education and/or Drama informed by current research literature and practical coursework with a focus on junior classes.

Description

The nature and purpose of the subjects of drama and physical education will be explored with particular reference to the Primary Curriculum (1999). The role and significance of the body as a means of creative expression and communication together with motor skill development will be explored and reflected upon. Students will be supported in identifying and applying appropriate pedagogical approaches with an emphasis on aesthetic and physical literacies. Challenging, creative and motivating learning experiences will underpin the module as students are enabled to identify and create emotionally and physically safe environments for children. Students will be guided towards an understanding and appreciation of well-being and of experiences that can provide children with opportunities to develop a life-long interest in the arts, sport and physical activity. The Universal Design for Learning Framework is a guiding principle of this module, and is supported through active pedagogies and digital strategies.

Learning Outcomes

1. Understand and appreciate the role and significance of the body as a means of creative expression and artistic communication through exploration of a wide range of content within drama and physical education
2. Demonstrate an understanding of the nature and purpose of drama and physical education as outlined in the Primary Curriculum (1999) and informed by recent scholarship
3. Identify and apply appropriate pedagogical approaches in teaching drama and physical education leading towards an understanding of a wide range of approaches on the continuum of teacher education.
4. Plan, implement, assess and reflect on, creative and motivating learning experiences that contribute to the child’s physical, affective, cognitive and expressive development through physical education and drama with due regard to differentiation and the need for inclusivity
5. Demonstrate application of the concept of the student as an active learner, thinker, mover and problem solver engaging with the content of the drama and physical education curricula
6. Explore the concept of the student as a social learner demonstrating tolerance and sensitivity towards others as s/he engages with the theoretical and practical elements of drama and physical education leading towards creation of a safe environment emotionally and physically for children

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	6	Lectures attending to the theoretical components of physical education and drama.
Workshop	42	Students work individually, in pairs and in small groups on tasks related to the learning content of Drama and physical education
Assignment Completion	12	Completion of individual assignment and lesson plan
Independent Study	65	Reading, planning, creating, researching, group collaboration
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

Drama
Key aspects of the module include: Introduction to the Elements of Process drama; Theory and Practice; Experiential Process Drama at Student Level; Reflection on the artistic, social, and pedagogical importance of drama; Pre-requisites for Making Drama; Building Belief and Investment in Drama; Teacher in Role as a teaching and learning strategy; Make-Believe Play; Drama in the Early Years; Lesson Planning for the Primary School (Jn Infants – 2nd); Application of integration through drama in curriculum planning; Storytelling; Communication; Presence in the Classroom; Drama facilitation.

Physical Education
Reflection on the professional role of the primary teacher of physical education • Physical, affective and cognitive development of the child through physical education; Development of physical literacy; Exploration of fundamental movement skills • Examination of a range of resources and equipment related to teaching physical education • Application of the Principles of Movement within dance and/or gymnastics using a thematic approach • Teaching gymnastics: using particular themes and developing specific skills; exploring a wide variety of movement individually and with a partner • Application of differentiation within physical education lessons: provision for the child with additional needs • Using observation, self- and peer-assessment in physical education lessons • Using digital technologies to enhance learning • Planning for quality physical education lessons for children in a range of school contexts• Examining readings related to pedagogical content knowledge of physical education with a particular emphasis on skills of the teacher of physical education e.g. demonstration, explanation, organisation of activities • Working with external providers to support learning in physical education • Increasing physical activity through physical education and exploring the role of the school in promotion of physical activity • Promoting and adopting safe practice in teaching physical education • Communicating with school colleagues related to the teacher's programmes of physical education

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	A Drama lesson plan and rationale	40%	Week 12
Assignment	An exploration of an element/strand of physical education informed by current research and practical coursework aimed at junior classes	25%	Week 12
Participation	Participation and engagement in physical education workshops is required	25%	Week 12
Participation	Participation and engagement in Drama workshops is required	10%	Week 12

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Graham, G.: 2008, Teaching children physical education: Becoming a master teacher, 3rd, Human Kinetics, IL,
Armour, K.: 2011, Sport pedagogy: An introduction to teaching and coaching, Pearson,
Baldwin, P.: 2012, With drama in mind, 2nd, Bloomsbury, London,
Bowell, P., & Heap, B.S.: 2013, Planning process drama: Enriching teaching and learning, Routledge, Oxon,
McCabe, U.: 2007, Classroom Drama: A Practical Guide, C.J. Fallon, Dublin,
Murphy, P. & O'Keeffe, M.: 2006, Discovering Drama: Theory and Practice for the Primary School, Gill & Macmillan, Dublin,
Winston, J.: 2009, Beginning Drama 4-11, 3rd, Routledge, New York,
Griggs, G., & Randall, V.: 2022, An Introduction to Primary Physical Education, 2nd, Routledge, 978103219126
Government of Ireland: 1999, Primary Physical Education Curriculum, Dublin,
Government of Ireland: 1999, Primary Physical Education Teacher Guidelines, Dublin,
Bowell, P., & Heap, B.S.: 2917, Putting process drama into action: The dynamics of practice, Routledge,
Bailey, R.: 2013, Teaching physical Education, 1st, Psychology Press,
Graham, G.: 2008, Teaching Children Physical Education: Becoming a Master Teacher, Human Kinetics,
Moyles, J.: 2015, The Excellence of Play, 4th, Open University Press,

Other Resources

51421, Website, PDST, 0, Move Well, Move Often: Developing the physically literate child through the lens of fundamental movement skills, Dublin, https://www.scoilnet.ie/pdst/physlit/, 51456, Website, 0, Fundamental Movement Skills Booklet, fundamental-m ovement-skills_3-6-years, 51455, Website, 0, Active schools flag, http://www.activeschoolflag.ie/home.html, 51457, Podcast, 0, The Irish Primary PE Curriculum with Liam Clohessy (No. 81), https://anchor.fm/PwRHPE/episodes/81- The-Irish-Primary-PE-Curriculum-ea8ak1, 51452, Website, 0, Association of Drama Education in Ireland, http://www.adei.ie/, 51453, Website, 0, Arts education portal, http://www.artsineducation.ie/en/home/, 51454, Website, 0, The Ark Cultural Centre for Children, http://www.theark.ie/,