| Module Title |
Wellbeing |
| Module Code |
EDP1152 |
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Faculty |
Human Development |
School |
DCU Institute of Education |
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NFQ level |
9 |
Credit Rating |
5 |
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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
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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.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| 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 |
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| Section Breakdown | | CRN | 11961 | Part of Term | Semester 1 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Paul Knox | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| 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;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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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.
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Indicative Reading List
Books:
- Tim Fletcher,Déirdre Nà ChróinÃn,Doug Gleddie,Stephanie Beni: 2021, Meaningful Physical Education, Routledge, 152, 9780367473617
- George Graham, Shirley Ann Holt/Hale and Melissa Parker: 2019, Children Moving, McGraw-Hill, 0, 9780078022746
- Murphy, F., & Nà ChróinÃn, 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,
Articles:
- NCCA: 2023, Primary Curriculum Framework, https://www.curriculumonline.ie/getmedia/84747851-0581-431b-b4d7-dc6ee850883e/2023-Primary-Framework-ENG-screen.pdf, 517677
- 2024: Draft Wellbeing Curriculum Specification, https://ncca.ie/media/csmh55u0/draft_primary_wellbeing_specification_2024.pdf, 517678, 1
- What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling: Health Education, 0965-4283, https://dx.doi.org/10.1108/HE-03-2024-0023, 517679, 1, Moynihan, S., Jourdan, D., & Mannix McNamara, P.
- Health Education: 116, 0965-4283, https://doi.org/10.1108/HE-03-2014-0045, 517680, 1, Coulter, M., & Ní Chróinín, D, 2013
- 18: 835, 1470-1243, https://doi-org.dcu.idm.oclc.org/10.1080/13573322.2011.613924, 517681, 1, Keating, S., Morgan, M., & Collins, B., 2018, Relationships and Sexuality Education (RSE) in primary and post-primary Irish schools.
- https://www.ncca.ie/media/3781/relationships-and-sexuality-education-rse-in-primary-and-post-primary-irish-schools-a-research-paper.pdf: 517682, 1, Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J, 2022, Everybody Wants to be Included”: Experiences with ‘Inclusive’ Strategies in Physical Education, journal of Developmental and Physical Disabilities, 35, 273
- 517683: 1, Keating, S., & Baker, C. R., 2023, Gender equality matters: a precious “GEM” to tackle gender inequality through a whole-school community educational programme, Educational Review, 21, 1,
- 1: Haynes, J., & Miller, J., 2015, Preparing Pre-Service Primary School Teachers to Assess Fundamental Motor Skills: Two Skills and Two Approaches, Physical Education and Sport Pedagogy, 20, 397, 1742-5786, https://doi-org.dcu.idm.oclc.org/10.1080/17408989.2014.892064
- Nohilly, M.: 2019, Cultures of care in primary schools in Ireland that support child protection work, Child Abuse Review, 28, 261, https://doi.org/10.1002/car.2575, 517686
- 2023: Child Protection Procedures for Primary and Post Primary Schools, https://www.gov.ie/en/circular/28a67-publication-of-child-protection-procedures-for-primary-and-post-primary-schools-revised-2023/, 517687, 1
- Children First National Guidance for the Protection and Welfare of Children: https://www.tusla.ie/children-first/children-first-guidance-and-legislation/, 517688, 1, Department of Education
- https://www.gov.ie/en/publication/52aaf-cinealtas-action-plan-on-bullying/: 517689, 1, Department of Education, 2012, Anti-Bullying Procedures for Primary and Post Primary Schools.,
- 517690: 1, Department of Education, 2019, Wellbeing Policy Statement and Framework for Practice.,
- 1: Neary, A., Irwin-Gowran, S., & McEvoy, E, 2017, Exploring homophobia and transphobia in primary schools in Ireland, Report., https://researchrepository.ul.ie/articles/report/Exploring_homophobia_and_transphobia_in_primary_schools_in_Ireland/19819423
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Other Resources
- 1: Website, Disentangling Inclusion in Primary Physical Education Project, Disentangling Inclusion in Primary Physical Education,
- 414792: 1, 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/: 414793, 1, E-book (via website), Oide (formally PDST), 2016, Walk Tall
- https://www.pdst.ie/walktall: 414794, 1, E-book and resources (via website), Oide (formally PDST), 2016, The Stay Safe Programme
- https://www.pdst.ie/staysafe: 414795, 1, E-book and resources (via website), Seline Keating, 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: 414796, 1, E-book and resources (via website), Seline Keating, All Together Now
- https://www.belongto.org/app/uploads/2023/07/Belong-To-All-Together-Now-Primary-School-Educational-Resource.pdf: 414797, 1, E-book (via website), INTO, We All Belong
- https://www.into.ie/app/uploads/2019/10/We-All-Belong-Picture-Books-Resource.pdf: 414798, 1, E-book (via website), Oide (formally PDST), Children's Books for Wellbeing
- https://www.pdst.ie/sites/default/files/Children%27s%20Books%20for%20Wellbeing%20.pdf: 414799, 1, E-book (via website), National Education Psychological Services, 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:
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This is the new Wellbeing area module pulling in PE and SPHE |
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