Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module explores the children’s holistic development in and through physical education (PE) and social, personal, and health education (SPHE) through engagement with the curricular area of Wellbeing in the Primary Curriculum Framework. 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. Wellbeing provides structured opportunities for children to be as physically and emotionally well and healthy as they can be, by building their motivation and commitment to physical activity and informing healthy lifestyle choices. Defined by factors such as being active, responsible, connected, resilient, appreciated, respected, and aware, wellbeing requires ongoing attention and lifelong nurturing. The pedagogical practices examined will include dialogic pedagogy, collaborative and cooperative learning; explicit teaching; discovery learning; playful approaches; and relational pedagogy, as they develop their knowledge and an understanding and appreciation of wellbeing. Students will also develop an understanding of the key competencies and their connection with learning experiences in PE and SPHE, as well as the application of the key competence of Being Well across the curriculum. The students will engage in the application of differentiation within PE and SPHE lessons supporting children to learn through multiple pathways facilitating individualised and inclusive learning experiences. The students will engage in lesson planning for PE and SPHE programmes for children in a range of school contexts. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 The nature and purpose of physical education will be explored with reference to the Physical Education Curriculum (1999), the Primary Curriculum Framework (2023) and moving towards the Wellbeing Curriculum Specification (2025). Students will be supported in identifying and applying appropriate pedagogical approaches with an emphasis on wellbeing and contributing towards physical literacy. A physically literate individual possesses the motivation, confidence, movement competence, knowledge, and understanding to value and engage in physical activity throughout their lives. To realise this, PE experiences should be meaningful for children, encompassing a focus on movement competence, positive social interaction, appropriate challenge, personally relevant learning, and fun. This module has an emphasis on preparing students to teach at the first two stages (junior infant to second class). Students, through practical engagement, will engage in experiential learning, self-reflection and 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: Understanding the meaning of physical activity; physical exploration of fundamental movement skills; Application of the Principles of Movement within dance and gymnastics; Exploration of running, jumping and throwing within athletics; and teaching games. SPHE The curriculum will be considered within the context of key developments, including the Social, Personal and Health Education Curriculum (1999), the Primary Curriculum Framework (2023), and the transition to the Wellbeing Curriculum Specification (2025). Students will critically engage with contemporary issues and policies related to children's wellbeing, reflecting on the broader educational and societal contexts in which SPHE is implemented. Students will examine the role of SPHE in supporting children's holistic development. They will explore how SPHE equips children with essential life skills, such as a strong sense of personal and collective responsibility, safe navigation of media and digital media, healthy living, and maintaining supportive and healthy relationships. Students, through practical engagement will engage in experiential learning to develop the ability to create inclusive and engaging environments that nurture children's emotional well-being and sense of belonging, fostering their sense of empathy and resilience. Pedagogical approaches will focus on active, inclusive, and reflective teaching strategies. Students will learn to plan, teach, assess, and evaluate meaningful learning experiences that promote positive relationships, effective communication, and conflict resolution skills. They will also explore ways to support children in developing a strong sense of self and bodily autonomy, fostering respect and empathy in their interactions with others. Collaboration and professional practice explored through the module, as students examine the role of educators in working with colleagues, co-professionals, and external programmes that support children's wellbeing. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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