Module: SPHE, Ethics, Geog & Hist Education 2

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	SPHE, Ethics, Geog & Hist Education 2
Module Code	ED2026
School	79
Module Co-ordinator	Semester 1: Peter Whelan Semester 2: Peter Whelan Autumn: Peter Whelan
Module Teachers	Seline Keating Peter Whelan
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only
For all elements of the module, students will submit an assignment

Description

This module prepares student teachers to teach the subjects of Social, Personal and Health Education (SPHE), Ethics Education, Geography Education and History Education. It examines a range of dimensions of teaching and learning in these subjects and helps student teachers to understand the nature and significance of the subjects to children’s learning, well-being and agency. Underpinning concepts such as inclusion, participation, self-esteem, democratic practice, equality, intercultural education, human rights, citizenship, critical reflection and dialogue inform process and content choices for all subjects within the module. The subjects also explore key concepts such as development, difference, migration, globalisation and sustainability through the seminars. Student teachers are enabled to use a range of pedagogical approaches which support the development of particular life skills, such as enquiry, critical and creative thinking skills. The module draws on exemplar curricula and programmes in the subjects education from national and international contexts. Indicative Content: This module comprises four elements: History Education, Geography Education, Ethics Educational and SPHE & Well-being Indicative Content for SPHE Structure and aims of the SPHE Curriculum; Inclusion and self-esteem; developing children’s skills (e.g. dealing with feelings, decision-making; self-confidence; self-awareness); relationships (family life and friendships); relating to others (e.g. communicating; resolving conflict); developing ground rules and class contracts; child protection, bullying and personal safety (fire, road, water and online); relationships and sexuality education; LGBTI+ issues in the primary school; media education; health and well-being (e.g. taking care of my body; food and nutrition); substance misuse and education; teaching methods in SPHE; integration, planning and assessment; resource exploration and evaluation. Indicative Content for Ethics and Education Through Ethics lectures and seminars, students will be provided with opportunities to experience, explore and critically reflect on a range of themes, including: Ethical dimensions of teaching and learning; the ethical teacher; values frameworks; patronage models in Irish primary schools (ethos & ethical/religious curricula); ethics and the environment (treatment/exploitation of plants & animals); interculturalism, equality and social justice (gender stereotyping, discrimination/racism, migrants/refugees/asylum seekers, human rights); perceptions of children and childhood; understandings of reality and knowledge. Indicative Content for Geography Education In Geography Education, students will critically explore key pedagogical principles through collaborative seminar-based activities based on a number of themes which include geography through local and global issues, children’s rights and citizenship, sustainability and natural resources (particularly Trees and Forests), big ideas and concepts such as weather and climate, examining places and ‘People and other lands’ by critically engaging with a variety of resources and textbooks and debating what is deemed important ‘knowledge’ pertaining to children’s understanding of place. Students will also have the opportunity to participate in and collaboratively plan for enquiry-based primary geography lessons; engaging with the curriculum and enquiry-based and critically reviewing a broad range of resources for geography education. Indicative Content for History Education In History Education, students will identify the need for both substantive and procedural knowledge in order to do history in the classroom. Using examples of research, the students will identify the capabilities of young children to interpret sources, make inferences, apply previous knowledge and undertake complex historical investigation even where they may have had little prior experience of enquiry-based learning. The students will be introduced to a variety of collaborative activities that can be used to develop children’s critical thinking skills. Opportunities to discuss and review key considerations in planning for and teaching history will also be provided. Student pedagogic content knowledge will be developed through the demonstration and discussion of exemplar activities. In each of the seminars provided, issues and possibilities for creative, enquiry led planning for primary classrooms will be exemplified and explored. The use of ICT and digital resources suitable for the teaching of history will complement the content of the course.

Learning Outcomes

1. Promote the rights of the child as enshrined in the United Nations Convention on the Rights of the Child (UNCRC) and respect children’s right to voice, agency, equity, participation and diversity through SPHE, Ethics Education, Geography Education and History Education (Cém1: Inclusive Education, Céim 2: Global Citizenship Education)
2. Account for the unique nature of and key synergies between the subjects of SPHE, Ethics Education, Geography Education and History Education.(Cém1: Inclusive Education, Céim 2: Global Citizenship Education)
3. Engage with transformative and experiential learning methods to empower and enhance children’s capabilities of transferring knowledge, skills and concepts to real life situations (e.g. personal safety, regulating feelings, resolving conflict) (Céim 4: Professional identity and agency; Céim 5: Creativity and Reflective Practice; Céim 3: Professional Relationships and working with parents)
4. Select appropriate pedagogic approaches and effective, high quality and appropriate resources for the teaching of SPHE, Ethics Education, Geography Education and History Education in primary schools.(Cém1: Inclusive Education, Céim 2: Global Citizenship Education)
5. Plan appropriate lessons that display an understanding of key underpinning concepts, key ideas, relevant content and skills of SPHE, Ethics Education, Geography Education and History Education.(Cém1: Inclusive Education, Céim 2: Global Citizenship Education)
6. .Reflect on a range of reading in SPHE, Ethics Education, Geography Education and History and apply key concepts and ideas in written form .(Céim 4: Professional identity and agency; Céim 5: Creativity and Reflective Practice)

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	SPHE: Lecture (one hour) x 10 Ethics Education: Lecture (one hour) x 10 Geography: Lecture (one hour) x 4 History: Lecture (one hour) x 4
Seminars	40	SPHE: Double seminar (2 hours) x 5 Ethics Education: Seminar (one hour) x 10 Geography Education: Seminar (2 hour) X 5 History Education: Seminar (2 hour) X 5
Independent Study	61	Structured independent learning tasks. Engagement with readings, research and policy pertaining to SPHE, Ethics, Geography & History. Online engagement in each of the module subjects. Evaluation of resources. Completion of assignments.
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 and Learning Activities
Indicative Content for SPHE Structure and aims of the SPHE Curriculum; Inclusion and self-esteem; developing children’s skills (e.g. dealing with feelings, decision-making; self-confidence; self-awareness); relationships (family life and friendships); relating to others (e.g. communicating; resolving conflict); developing ground rules and class contracts; child protection, bullying and personal safety (fire, road, water and online); relationships and sexuality education; LGBT issues in the primary school; media education; health and well-being (e.g. taking care of my body; food and nutrition); substance misuse and education; teaching methods in SPHE; integration, planning and assessment; resource exploration and evaluation. Indicative Content for Ethics and Education Through Ethics lectures and seminars, students will be provided with opportunities to experience, explore and critically reflect on a range of themes, including: Ethical dimensions of teaching and learning; the ethical teacher; values frameworks; patronage models in Irish primary schools (ethos & ethical/religious curricula); ethics and the environment (treatment/exploitation of plants & animals); equality and social justice (gender stereotyping, discrimination/racism, migrants/refugees/asylum seekers, human rights); perceptions of children and childhood; understandings of reality and knowledge. Indicative Content for Geography Education In Geography Education, students will critically explore key pedagogical principles through collaborative seminar-based activities based on a number of themes which include geography through local and global issues, children’s rights and citizenship, sustainability and natural resources (particularly Trees and Forests), big ideas and concepts such as weather and climate, examining places and ‘People and other lands’ by critically engaging with a variety of resources and textbooks and debating what is deemed important ‘knowledge’ pertaining to children’s understanding of place. Students will also have the opportunity to participate in and collaboratively plan for enquiry-based primary geography lessons; engaging with the curriculum and enquiry-based and critically reviewing a broad range of resources for geography education. Indicative Content for History Education In History Education, students will identify the need for both substantive and procedural knowledge in order to do history in the classroom. Using examples of research, the students will identify the capabilities of young children to interpret sources, make inferences, apply previous knowledge and undertake complex historical investigation even where they may have had little prior experience of enquiry-based learning. The students will be introduced to a variety of collaborative activities that can be used to develop children’s critical thinking skills. Opportunities to discuss and review key considerations in planning for and teaching history will also be provided. Student pedagogic content knowledge will be developed through the demonstration and discussion of exemplar activities. In each of the seminars provided, issues and possibilities for creative, enquiry led planning for primary classrooms will be exemplified and explored.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Individual Assignment- Students provide written responses to a number of SPHE and Wellbeing related critical incident scenarios.	33%	As required
Assignment	Part 1: Loop quiz with MCQ (worth 20%) Part 2: Individual Lesson Plan-Design a lesson plan (using a provided template) which demonstrates how an identified ethical issue related to the themes of either “Equality and Justice” or “Ethics and the Environment” could be explored with children in the classroom (worth 80%)	33%	As required
Assignment	Individual learning tasks- tasks are linked to History Education seminars and help develop an understanding of planning an enquiry in history.	16%	As required
Assignment	Individual assignment- reflection on course seminars and student experience teaching /planning for geography, with references to key course readings.	16%	As required

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

Department of Education and Skills: 2019, Wellbeing Policy Statement and Framework for Schools, Department of Education and Skills, Dublin,
Department of Education and Skills: 2017, Child Protection Procedures for Schools, Department of Education and Skills, Dublin,
Department of Education and Skills: 2013, Anti-Bullying Procedures for Primary and Post-Primary Schools, Department of Education and Skills., Dublin,
Department of Education and Skills: 2002, Acceptable Use Policy, Department of Education and Skills, Dublin,
Department of Education and Skills: 1997, Relationships and Sexuality Education Policy, Department of Education and Skill, Dublin,
Department of Children and Youth Affairs: 2017, Children First: National Guidance for the Protection and Welfare of Children, Department of Children and Youth Affairs., Dublin,
NCCA: 1999, SPHE Guidelines, DES, Dublin,
NCCA: 1999, SPHE Curriculum, DES, Dublin,
NEPS: 2015, Well-being in Primary Schools: Guidelines for Mental Health Promotion, DES, Dublin,
Roffey, S.: 2009, Circle Time for Emotional Literacy, Sage,
Campbell, E.: 2003, The Ethical Teacher, Open University Press, Maidenhead,
Fisher, R.: 2008, Teaching Thinking (3rd Ed.) Philosophical Enquiry in the Classroom, 3rd, Bloomsbury, London,
Theis, J.: 2010, Children as active citizens: an agenda for children's civil rights and civic engagement, in Percy-Smith, B. & Thomas, N. (Editors). A handbook of children, young people’s participation., Routledge, UK,
Catling, S. and Willy, T.: 2018, Understanding and teaching primary geography, SAGE, London,
Pickford, T., Garner, W., and Jackson, E.: 2013, Primary Humanities: Learning through Enquiry, Sage, London,
Pike, S.: 2016, Learning Primary Geography: Ideas and Inspirations from Classrooms, 1st edition, Routledge, Abingdon,
Pike, S., GIS at home and school: 2021, in Geography for the Digital World, Walshe, N. & Healy, G. (Eds), Routledge, Abingdon,
Barton, K. C.: 2015, Doing History: Investigating with children in elementary and middle schools, LEA, Mahwah, N. J.,
Donovan, S. M. & Bransford, J. D. (Eds.): 2005, How Students Learn History in the Classroom, National Academies Press, Washington, D.C.,
Cooper, H.: 2013, Teaching history creatively: Learning to teach in the primary school series, Routledge, London,
NCCA: 1999, Primary School Curriculum: History - Teacher's Guidelines, The Stationery Office, Dublin,
NCCA: 1999, Primary School Curriculum: History, The Stationery Office, Dublin,

Other Resources

54983, Teacher's Manual, 2016, Walk Tall Programme, Dublin, DES, 54984, Teacher's Manual, 2016, Stay Safe Programme, Dublin, DES, 54985, Teacher's Manual, 1998, Relationships and Sexuality Education (RSE), Dublin, DES, 54986, Primary Schools Circular, Department of Education and Skills, 2016, Promotion of Healthy Lifestyles in Primary Schools Circular 0013/2016, Dublin, Department of Education and Skills, 54987, Research Report, Neary, A., Irwin-Gowran, S. and McEvoy, E., 2016, Exploring Homophobia and Transphobia in Primary Schools in Ireland, Limerick, University of Limerick and Gay and Lesbian Equality Network, 54988, School Policy, 2013, Anti-bullying Guidelines and Procedures for Primary and Post-primary Schools, DES, 54989, Information Sheet, Educate Together, 2005, What is an Educate Together School?, http://www.educatetogether.ie/sites/default/files/wiaets_2006_en_small-copy.pdf, 54990, Report, Irish Human Rights Commission, 2011, Human Rights Education in Ireland: An Overview., Dublin, Irish Human Rights Commission, 54991, Resource Book, 0, Bronze Age Handling Box, St. Patrick's College & The National Museum of Ireland, 54992, Website, Dúchas.ie, 0, National Folklore Collection UCD Digitization Project, https://www.duchas.ie/en,

Programme or List of Programmes

BED	Bachelor of Education

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