Module: Wellbeing

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Wellbeing
Module Code	EDP1152 (ITS) / EDP1152 (Banner)
Faculty	DCU Institute of Education	School	Human Development
Module Co-ordinator	Paul Knox
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat the module
An essay on course content related to teaching informed by research and literature

Description

This module explores the children’s development in and through physical education (PE) and social, personal, and health education (SPHE) through engagement with the Wellbeing Curriculum. Across PE and SPHE, students will be supported to facilitate the development of children’s life skills such as: self-awareness, personal safety, emotional regulation, resilience, empathy, movement, decision-making, and healthy-relationship building. Students will be encouraged to reflect on their prior experiences, and make connections as they develop their ability to teach PE and SPHE. The pedagogical practices examined will include collaborative and cooperative learning; direct teaching; discovery learning; playful approaches; and relational pedagogy, as they develop an understanding and appreciation of wellbeing

Learning Outcomes

1. Examine the contribution of Physical Education and Social Personal and Health Education to the holistic development of the child
2. Identify and apply appropriate pedagogical practices in teaching Physical Education and Social Personal and Health Education leading towards a wide range of approaches
3. Demonstrate knowledge and critical thinking skills to equip children with a positive sense of self and resilience to empower all children to make informed decisions regarding healthy living.
4. Plan, teach, assess and evaluate effective, playful, engaging, challenging, and creative learning experiences that contribute to the child’s physical, affective and cognitive development
5. Interrogate current issues and policies related to children’s wellbeing.
6. Explore relationships with colleagues, co-professionals, programmes and partnerships.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	32	Practical Seminars
Lecture	8	Plenary and Group
Independent Study	72	Reading, planning, creating, researching, group collaboration
Assessment Feedback	13	Loop Feedback on Assessments
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

Physical Education
Students will experience and understand the main processes children engage in as they learn in Wellbeing; communicating, Exploring and applying, Reflecting and understanding, and Moving through the pedagogical practices of collaborative and cooperative learning; direct teaching; discovery learning; playful approaches; and relational pedagogy, students will engage in self-reflection, critical thinking, to support their knowledge, skills and attitudes to teaching PE in the context of the Wellbeing curriculum area. The physical, affective and cognitive development of the child will be addressed through physical education including: the development of physical literacy; Exploration of fundamental movement skills; Application of the Principles of Movement within dance and gymnastics; Exploration of running, jumping and throwing within athletics; Teaching games for understanding; Reflection on use of the outdoors as an environment for learning through play, walking, outdoor challenges and orienteering activities; and the role of the teacher in the development of programmes of aquatics. The students will engage in the application of differentiation within physical education lessons including provision for the gifted child and for the child with special needs supporting the children to learn through multiple pathways supporting individualised and inclusive learning experiences. The students will engage in planning for physical education programmes for children in a range of school contexts. Students will also develop an understanding of the key competencies and their connection with learning experiences in PE, as well as the application of the Key Competence of Being Well across the curriculum.

Social, Personal and Health Education
Students will experience and understand the main processes children engage in as they learn in Wellbeing; Communicating, Exploring and applying, Reflecting and understanding, and Moving through the pedagogical practices of collaborative and cooperative learning; direct teaching; discovery learning; playful approaches; and relational pedagogy, students will engage in self-reflection, critical thinking, to support their knowledge, skills and attitudes to teaching SPHE in the context of the Wellbeing curriculum area. The students will engage in understanding the context for SPHE, how to plan, assess and differentiate. The course will take a topic based approach with cross cutting themes. The topics covered are Media Education, Substance mis-use, Friendship and Bullying, Relationships and Sexuality, Child Protection and the Stay Safe programme, personal safety (road, water and fire), and Self-identity. The cross cutting themes throughout these topics will be learning how to consider children’s voice, diversity and inclusion, self-esteem, decision making, and managing feelings. Students will learn how to support children to learn through multiple pathways supporting individualised and inclusive learning experiences through activities such as circle time, drama and role play, using photographs, pictures, using media, written activities, collaborative games, and talk and discussion to create playful and meaningful learning experiences to address the learning outcomes of SPHE. Students will also develop an understanding of the Key competencies and their connection with learning experiences in SPHE, as well as the application of the Key Competence of Being Well across the curriculum.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Physical Education Group Assignment: Presentation exploring an element of physical education informed by current research and literature	50%	n/a
Assignment	SPHE Individual Assignment: Response to critical scenarios, using content from the course to respond effectively to the scenarios.	50%	n/a

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

Tim Fletcher,Déirdre Ní Chróinín,Doug Gleddie,Stephanie Beni: 2021, Meaningful Physical Education, Routledge, 9780367473617
George Graham, Shirley Ann Holt/Hale and Melissa Parker: 2019, Children Moving, McGraw-Hill, 9780078022746
Murphy, F., & Ní Chróinín, D.: 2013, Sport pedagogy: An introduction for teaching and coaching, Playtime: The needs of very young learners in physical education and sport., 11,
Fionnuala Tynan,Margaret Nohilly: 0, WISE, 1900146363
Seline Keating: 2023, Sex and Sexualities in Ireland Interdisciplinary Perspectives, The Road Less Travelled: The Journey to Meaningful and Empowering Relationships and Sexuality Education (RSE) in Irish Schools, Pages 107-130,

Other Resources

64982, Website, Disentangling Inclusion in Primary Physical Education Project, 0, Disentangling Inclusion in Primary Physical Education, https://www.dippe.lu/, 64983, Website, Professional Development Services for Teachers (now Oide), 2017, Move Well, Move Often: Developing the physically literate child through the lens of fundamental movement skills, https://www.scoilnet.ie/pdst/physlit/, 64984, E-book (via website), Oide (formally PDST), 2016, Walk Tall, https://www.pdst.ie/walktall, 64985, E-book and resources (via website), Oide (formally PDST), 2016, The Stay Safe Programme, https://www.pdst.ie/staysafe, 64986, E-book and resources (via website), Seline Keating, 0, GEM: A primary school resource to tackle gender stereotyping, gender-based bullying and gender-based violence, https://sphenetwork.ie/wp-content/uploads/2021/04/GEM-Primary-School-Classroom-Materials.pdf, 64987, E-book and resources (via website), Seline Keating, 0, All Together Now, https://www.belongto.org/app/uploads/2023/07/Belong-To-All-Together-Now-Primary-School-Educational-Resource.pdf, 64988, E-book (via website), INTO, 0, We All Belong, https://www.into.ie/app/uploads/2019/10/We-All-Belong-Picture-Books-Resource.pdf, 64989, E-book (via website), Oide (formally PDST), 0, Children's Books for Wellbeing, https://www.pdst.ie/sites/default/files/Children%27s%20Books%20for%20Wellbeing%20.pdf, 64990, E-book (via website), National Education Psychological Services, 0, Self-Regulation for Pupils; A guide for school staff, https://www.gov.ie/pdf/?file=https://assets.gov.ie/251739/ce2874c0-99aa-4640-938c-55a9588edbbd.pdf#page=null,

This is the new Wellbeing area module pulling in PE and SPHE