Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module builds on EDP1161, and will explore children’s development in and through physical education (PE) and social, personal, and health education (SPHE). Within the curricular area of wellbeing (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 personal experiences, including professional placement, 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. This happens by building their motivation and commitment to physical activity and to inform healthy lifestyle choices. Students will learn to implement the principle of inclusive education and diversity, supporting all children to learn through multiple pathways, supporting individualised and inclusive learning experiences. The pedagogical practices examined will include collaborative and cooperative learning; explicit teaching; station teaching; discovery learning; playful approaches; and relational pedagogy, as they develop their knowledge and an understanding and appreciation of the subjects of PE and SPHE. Additionally, students will explore relationships with colleagues, co-professionals, programmes, and partnerships to support collaborative approaches to wellbeing education. Wellbeing encompasses various aspects of learning crucial for children’s holistic development. Students will develop an understanding of the curricular area of Wellbeing and learn how to develop the physical, social, emotional, and relational dimensions of children’s wellbeing. Defined by factors such as being active, responsible, connected, resilient, appreciated, respected, and aware, wellbeing requires ongoing attention and lifelong nurturing. This module will equip students with the knowledge, skills, and pedagogical strategies necessary to foster wellbeing through SPHE and PE, ensuring that children develop a positive sense of self and the resilience to make informed decisions regarding healthy living. The role and significance of the body as a means of creative expression and communication together with motor skill development will be explored, leading towards mastery. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 Primary Wellbeing Specification for Primary and Special Schools (Department of Education and Youth, 2025) and the Primary Curriculum Framework (Department of Education and Youth, 2023). Students will also develop an understanding of the key competencies and their connection with learning experiences in PE, as well as designing learning opportunities that develop the key competency of Being Well across the curriculum. Students will engage in self-reflection and critical thinking, in developing their knowledge, skills and attitudes related to PE. Through experiential learning, the physical, affective and cognitive development of the child will be addressed with a focus on: deepening knowledge of fundamental movement skills; Application of the Principles of Movement within dance and gymnastics; Development of running, jumping and throwing within athletics; Development of games skills and playing games in senior classes with an emphasis on providing a variety of opportunities; The 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. Students will be supported in identifying and applying appropriate pedagogical approaches with an emphasis on wellbeing and physical literacies. 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. Students will examine a range of resources and equipment related to teaching physical education and critique readings related to pedagogical content knowledge of physical education with a particular emphasis on skills of the teacher of physical education, e.g. demonstration, explanation, organisation of activities, and adopting safe practice. The students will engage in the application of differentiation within physical education lessons for Stage 3 and Stage 4, guided by the Universal Design for Learning Framework, through active pedagogies and digital strategies. The students will engage in planning for physical education programmes for children in a range of school contexts, developing progressional plans, and lesson plans. This will include the planning of assessment strategies, such as observation, self- and peer-assessment; the use of digital technologies to enhance learning; and deepening and consolidating the learning of physical education within other subjects through integration, and vice versa. SPHE The nature and purpose of SPHE will be explored through engagement with contemporary issues, research, and policies related to children's wellbeing and on how these influence SPHE in educational contexts. The curriculum will be considered in relation to key frameworks, including the SPHE Curriculum (1999), the Primary Curriculum Framework (2023), and the transition to the Wellbeing Curriculum Specification (2025), ensuring a comprehensive understanding of evolving policy and practice. Students will deepen their knowledge of the role of SPHE in supporting children's holistic development. They will extend their understanding of 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, maintaining supportive and healthy relationships, human sexuality, and bodily autonomy. Students, through practical engagement will engage in experiential learning to develop will strengthen their ability to create inclusive and engaging environments that nurture children's emotional well-being and sense of belonging, fostering empathy and resilience. A strong focus will be placed on refining and expanding pedagogical practices, encouraging students to apply a broad range of approaches in their classrooms to ensure learning experiences are engaging, playful, challenging, and accessible to all children. Students will experience, adapt, and evaluate SPHE learning experiences that foster respect, equality, inclusivity, responsibility, dignity, compassion, empathy, and human rights in safe environments. Students will explore their role as social learners and professionals through experiential and participatory learning, developing sensitivity and inclusivity in their engagement with peers, educators, and children. The module will support students in planning emotionally and physically safe learning spaces, recognising the importance of respectful communication, conflict resolution skills, and human sexuality. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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