Module: Teaching & Learning in Social, Personal & Health Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Teaching & Learning in Social, Personal & Health Education
Module Code	EDS1082 (ITS: HD593)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	9	Credit Rating	5

Description

The purpose of this module is to equip student teachers with the ability to define, create and maintain an effective and creative learning environment. The module aims to introduce students teachers to contemporary teaching, learning and assessment approaches in SPHE at post-primary level. Participants will be supported in developing a range of teaching and learning skills through practical demonstration and analysis, group discussion, micro-teaching and peer review. Engaging with this module will facilitate the development of a detailed knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle.

Learning Outcomes

1. Critically evaluate a range of teaching, learning and assessment methods and resources relevant to SPHE as part of the post-primary school curriculum
2. Develop differentiated teaching, learning and assessment strategies to generate student centred lessons that encourage students of all abilities to progress in accordance with their potential.
3. Implement a range of teaching, learning and assessment methods that support and encourage students to take ownership of their learning through individual and collaborative engagement
4. Articulate a critical awareness of practices that enable and enhance classroom relationships
5. Integrate ICT appropriately and effectively into the delivery of SPHE
6. Engage in personal and professional reflective practice and exhibit an informed understanding of practitioner-based enquiry in the teaching, learning and assessment of SPHE
7. Articulate a critical awareness of curriculum development in the area of SPHE
8. Demonstrate a capacity to promote numeracy and literacy in relation to subject discipline.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	36	No Description
Group work	12	No Description
Independent Study	77	No Description
Total Workload: 125

Section Breakdown
CRN	10520	Part of Term	Semester 1 & 2
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	Irene White, Majella Mcsharry, Seline Keating

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	n/a	100%	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

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:
None

Articles:

Bache, I., Reardon, L. & Anand, P.: 2016, Wellbeing as a Wicked Problem: Navigating the Arguments for the Role of Government,, Happiness Studies, 17, 893, https://doi.org/10.1007/s10902-015-9623-y, 58335
2021: The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being, The New Educator, 17(3), 305, DOI: 10.1080/1547688X.2021.1939918, 58336, 1
Split in all directions’: an exploration of the impact of wellbeing and daily responsibilities on post-primary school leaders’ perceived stress: School Leadership & Management, 42(2), 110, DOI: 10.1080/13632434.2021.2016683, 58337, 1, Lawrence, D. L., Loi, N.M. & Gudex, B.
Teachers and Teaching: 25(2), 189, , DOI: 10.1080/13540602.2018.1544551,

Other Resources

Department of Education and Skills: 2018, Wellbeing policy statement and framework for practice 2018-2023, https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdf,