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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title SPHE & Wellbeing in the Primary Sch Contexts
Module Code HD1110
School 76
Module Co-ordinatorSemester 1: Seline Keating
Semester 2: Paul Knox
Autumn: Seline Keating
Module TeachersSeline Keating
Paul Knox
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only

This module prepares student teachers to teach Social, Personal and Health Education (SPHE). It examines a range of dimensions of teaching and learning and helps student teachers to understand the nature and significance of SPHE to children’s learning, well-being and agency. Underpinning concepts such as inclusion, participation, self-esteem, democratic practice, equality, human rights, citizenship, critical reflection and dialogue inform process and content choices within the module. 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.

Learning Outcomes

1. - explore the complexities of defining 'wellbeing'
2. - understand the role of the SPHE curriculum and school policy in promoting wellbeing
3. - enhance their understanding of the four key areas of wellbeing promotion
4. - consider how to adopt an integrative approach to wellbeing across the curriculum

Workload Full-time hours per semester
Type Hours Description
Total Workload: 0

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

Primary Schools play a key role in the promotion of wellbeing. This module will delve into exploring the complexities of defining wellbeing and its multi-dimensional nature through a focus on the SPHE curriculum, school policy and current redevelopments. It will also highlight the importance of teacher wellbeing.

Social Personal and Health Education (SPHE)
SPHE is currently provided in 3 key ways: a positive school climate; discrete time and; an integrated approach. These 3 ways will be explored in depth throughout this module e.g. physical versus emotional classroom environment; building blocks of wellbeing. Each of the 3 strands of the SPHE curriculum content will be discussed and debated along with appropriate methodology for delivering sensitive topics such as bullying, child protection, LGBTI+ inclusivity, substance misuse

SPHE Preparation and Planning
Planning and preparing SPHE progressional schemes and lesson plans will be considered in detail to enhance students' confidence and capacity levels in delivering the SPHE curriculum content

Learning logs
After each session, students will be provided with an opportunity to reflect on content e.g. the new knowledge acquired, how it can be applied to a classroom context, activities they are looking forward to delivering in their future classrooms, how the content relates/connects to other course content e.g. reflective tutorials, School Placement

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reflective journaln/a100%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

  • Nohilly, Margaret and Tynan, Fionnuala: 2018, Wellbeing in Schools Everyday, 1st, CDU, Mary Immaculate College,
  • NCCA: 1999, SPHE Curriculum,
  • NCCA: 1999, SPHE Teacher Guidelines,
  • PDST: 2016, Stay Safe Programme, 2nd,
  • PDST: 2016, Walk Tall Programme, 2nd,
  • Smith, P. and O'Higgins-Norman, J: 2022, The Wiley International Handbook of Bullying Volume 1, Springer,
  • Smith, P. and O'Higgins-Norman, J: 2022, The Wiley International Handbook of Bullying: Volume 2, Springer,
Other Resources

54503, classroom resource, Keating, S and Collins, B, 2021, Gender Equality Matters (GEM): Tackling gender stereotyping, gender-based bullying and gender-based violence, EU, 54504, classroom resource, Keating, S., 2020, The Gestation Period, 54505, classroom resource, HSE, 2020, Busy Bodies,
Programme or List of Programmes
BEDBachelor of Education

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