Registry
Module Specifications
Archived Version 2021 - 2022
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Description The nature and purpose of drama and physical education will be explored with particular reference to drama and physical education in the Primary Curriculum (1999). The role and significance of the body as a means of creative expression and communication will be explored through drama and dance within the context of physical education. Students will be supported in identifying and applying appropriate pedagogical approaches with an emphasis on aesthetic and physical literacies. Challenging, creative and motivating learning experiences will underpin the module as students are enabled to identify and create emotionally and physically safe environments for children. Students will be guided towards an understanding and appreciation of well-being and of experiences that can provide children with opportunities to develop a lifelong interest in the arts, sport and physical activity. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate an understanding of the nature and purpose of drama and physical education as outlined in the Primary Curriculum (1999) and informed by recent scholarship. 2. Understand and appreciate the role and significance of the body as a means of creative expression and artistic communication through exploration of a wide range of content within drama and physical education. 3. Demonstrate application of the concept of the student as an active learner, thinker, mover and problem solver engaging with the content of the drama and physical education curricula. 4. Identify and apply appropriate pedagogical approaches in teaching drama and physical education leading towards mastery of a wide range of approaches on the continuum of teacher education. 5. Plan, implement, assess and evaluate effective, challenging, creative and motivating learning experiences that contribute to the child’s physical, affective, cognitive and expressive development through physical education and drama with due regard to differentiation and the needs of different school contexts e.g. DEIS schools and multi-grade settings. 6. Explore the concept of the student as a social learner demonstrating tolerance and sensitivity towards others as s/he engages with the theoretical and practical elements of drama and physical education leading towards creation of a safe environment emotionally and physically for children. | |||||||||||||||||||||||||||||||||||||
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 Drama StrandIntroduction to the course and to process drama; Working physically in drama; Make Believe Play; Storytelling; Building context and role in drama (3rd- 4th Class); Teacher-in-Role; Drama in the Early Years; Planning for drama in different settings; Process drama – Improvisation (3rd - 6th Class); Drama and Integration (5th-6th Class).Physical Education StrandPhysical, affective and cognitive development of the child through physical education; 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; The role of the teacher in the development of programmes of aquatics; Application of differentiation within physical education lessons: provision for the gifted child and for the child with special needs; Planning for physical education programmes for children in a range of school contexts. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 39368, Website, Irish Wheelchair Association. Edward Niland, Mark Barry, Orla Dempsey, Jean Daly, Development Officers of IWA-Sport., 2010, Best start: inclusive schools project., IWA-Sport, https://activeschoolflag.ie/wp-content/uploads/2015/08/Irish-Wheelchair-Association-Best-Start-Schools-Inclusion-Project.pdf, 39369, Website, Irish Water Safety Association, 2020, Primary aquatics water safety., https://watersafety.ie/primary-school/, 39370, Website, McEvoy, J.,, 0, Dancin time., http://www.shop.dancintime.net/, 39371, Website, Primary School Sports Initiative. Primary school sports initiative resource materials for teaching physical education (PSSI)., 2006, Primary School Sports Initiative. Primary school sports initiative resource materials for teaching ph, https://pssi.pdst.ie/, 39372, Website, National Council for Curriculum and Assessment. Physical education guidelines for teachers of students with mild, moderate and profound learning disabilities. Retrieved 18 June, 2020, from https://www.sess.ie/resources/curricular-material, 0, Physical education guidelines for teachers of students with mild, moderate and profound learning disabilities., https://www.sess.ie/resources/curricular-material, 39373, Website, PDST, 2017, Move Well, Move Often: Developing the physically literate child through the lens of fundamental movement skills. Teacher Guide, PE Curriculum, Dublin, https://pdst.ie/physlit, | |||||||||||||||||||||||||||||||||||||
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