Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This year-long module will act as a fulcrum for participants' learning by providing scaffolded support for reflection on the integration of theory-practice and opportunities for participants to contextualise their learning from other taught modules on this programme. This module will seek to utilise, advance and integrate the existing skills and knowledge base that teachers of SPHE/RSE will bring to the classroom. Participants will receive formative feedback on their learning from experienced educators and peers. They will be supported to work collaboratively through Professional Learning Communities (PLC) which will help to scaffold leadership skills needed for collaborative practice in SPHE/RSE within/beyond their own school communities. Module aims: ● To develop teachers’ skills in becoming effective, responsive and confident teachers of SPHE/RSE. ● To support participants to continually advance their professional practice from a holistic and systemic perspective, understanding their role as a skilled SPHE/RSE teacher but also leaders of SPHE/RSE within their schools and communities. ● To develop a critical inquiry perspective, allowing participants to creatively audit, map and respond to the needs of key educational stakeholders (including young people and parents) in their school contexts. ● To provide opportunities for participants to critically reflect on their evolving practice, its strengths, its challenges and links to the current body of literature on contemporary approaches to SPHE/RSE. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. LO1 Demonstrate an understanding of the unique role of the teacher as professional in responding to the complex and intricate nature of teaching, learning, professional issues in SPHE/RSE. 2. LO2 Critically reflect on their evolving practice, its strengths, its challenges and links to the current body of research and evidence on high quality SPHE/RSE. 3. LO3 Demonstrate an understanding of the importance of sharing professional learning in a collegial manner to support and enhance teaching and learning. 4. LO4 Demonstrate an understanding of necessary skills needed for collaborative practice and leadership in SPHE/RSE at a whole school level. 5. LO5 Audit and map the needs of key educational stakeholders (including young people and parents) in their 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
Indicative Content This module is research-driven, participatory and creative, modelling promising practice in SPHE/RSE and providing the opportunity for participants to put their learning into practice. The core praxis of this module is to find new ways to bring ‘what matters’ in SPHE/RSE to life, by supporting participants as they become attune to the complexity of young people’s SPHE/RSE related learning needs, respond to the needs of other key stakeholders in their own contexts and re-assemble the dissonance they may feel in doing so. Participants will engage in Professional Learning Communities (PLC’s) which will include professional conversations with experienced mentors/teacher educators and peers. PLC’s will provide opportunities: (i) for mentors/teacher educators and peer groups to develop deeper, shared understanding of effective and evidence-based approaches to teaching, learning and assessment in SPHE/RSE (ii) for participants to provide examples of their own practice to support their progress with a view to receiving thoughtful, constructive feedback from the Mentors, Teacher Educators and Peers. The formation of PLC’s requires that mentors/teacher educators and participants work across the boundaries between the individual schools and university contexts to create a deeper, shared understanding of evidence that demonstrates quality teaching and how this can be used constructively and systematically to support participants progress. Participants will also be encouraged to draw on evidence from their e-portfolio to support assignment submissions, their creative audits and in identifying areas of their practice that require further support or guidance. Participants will also avail of professional formative feedback from programme tutors through: ● onsite/in person professional consultation to identify the application of the key learnings from the programme to their practice ● formal discussion of artefacts of practice and reflections on learning within their e-portfolios ● discussion regarding the ways in which their learnings are supporting the broader school community - e.g. initiatives they may have set up within the school, internal sharing of professional learning with SPHE/RSE teams, collaborations with parents and other professionals. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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