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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The nature and purpose of drama and physical education will be explored with particular reference to drama and physical education in the Primary Curriculum, and current literature in the field. The body as a means of creative expression and communication will be critically examined through the lenses of theory and practice. Students will be supported in the identification and application of existing and emerging pedagogical techniques in the fields of aesthetic and physical literacies. Challenging, creative and motivating learning experiences will underpin the module. Students are enabled to take responsibility for the creation of emotionally and physically safe environments for all children, in varied contexts. 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. The Universal Design for Learning Framework is a guiding principle of this module, and is supported through active pedagogies and digital strategies.

Learning Outcomes

1. Develop a systematic understanding of the role and significance of the body as a means of creative expression and artistic communication knowledge, through engagement with current literature and practice in drama and physical education.
2. Select and apply complex skills in the teaching of drama and physical education leading towards mastery of a wide range of approaches, including novel and emerging techniques.
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. Take responsibility for planning, implementing, assessing and evaluating drama and physical education activities which are challenging, creative and motivating, and contribute to the child’s physical, affective, cognitive and expressive development.
5. Scrutinise and reflect on the concept of the social learner, demonstrating tolerance and sensitivity towards others, leading towards the creation of a safe emotional and physical environment for all children showing due regard to differentiation and the need for inclusivity.
6. Demonstrate evidence of research which is specific to the fields of drama and physical education and show critical awareness of current problems and/or new insight.

Workload Full-time hours per semester
Type Hours Description
Workshop46No Description
Lecture2No Description
Independent Study65Reading, planning, creating, researching, exam preparation, group collaboration
Assessment Feedback12Presentation and Assignment
Total Workload: 125

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

Drama Strand
Affective, physical and cognitive development of the child through drama education; Development of embodied and creative learning strategies; Exploration of active and experiential learning; Application of the Principles of Drama Education in the classroom; Exploration of the role of the teacher in make believe play; Engagement with the use of storytelling as a literacy strategy; Reflection on the artistic, social and pedagogical importance of drama; Teacher in role as a teaching and learning strategy; Application of differentiation within drama education lessons; Application of integration through drama in curriculum planning; Planning for drama education programmes for children in a range of school contexts.

Physical Education Strand
Physical, 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.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Armour, K.: 2011, Sport pedagogy: An introduction for teaching and coaching, 21, Pearson., Harlow, England, 0273732587
  • Bailey, R.: 2001, Teaching Physical Education, Psychology Press, 0749434465
  • Capel, S., & Blair, R.: 2020, Debates in Physical Education, 2nd, Routledge,
  • Government of Ireland: 1999, Primary Physical Education Curriculum, Stationary Office, Dublin,
  • Government of Ireland: 1999, Physical Education Teacher Guidelines, Stationary Office, Dublin,
  • Graham, G., Holt-Hale, S., & Parker, M.: 2020, Children Moving: A reflective approach to teaching physical education, 10th, McGraw-Hill, NY,
  • Griggs, G. and Randall, V.: 2022, An Introduction to Primary Physical Education, 2nd, Routledge, London,
  • Lieberman, L., Grenier, M., Brian, A., & Arnd, K.: 2020, Universal Design for Learning in Physical Education, Human Kinetics, Champaign, IL,
  • PDST: 2017, Move Well, Move Often: Developing the physically literate child through the lens of fundamental movement skills Teacher Guide PE Curriculum, PE Curriculum, Dublin,
  • Anderson, M. and Dunn, J. (Eds.): 2013, How Drama Activates Learning: Contemporary Research and Practice,, Bloomsbury, London, 9781441194169
  • Baldwin, P.: 2012, With Drama in Mind: Real Learning in Imagined Worlds, Stafford, Network Educational Press,
  • Department of Education and Science: 1999, Primary School Curriculum: Drama, Government Stationary Office, Dublin,
  • McCabe, U.: 2007, Classroom Drama: A Practical Guide., Primary ABC, Dublin,
  • Department of Education and Science: 1999, Primary School Curriculum: Physical Education, Government Stationary Office, Dublin,
  • Heathcote, D., & In O'Neill, C.: 2015, Dorothy Heathcote on education and drama: Essential writings., New York, Routledge,
  • Murphy, P. and O’Keeffe, M.: 2006, Discovering Drama: Theory and Practice for the Primary School, Gill and Macmillan, Dublin,
  • Mike Fleming: 2017, Starting Drama Teaching, 4th, Routledge, London,
  • Department of Education and Skills: 1999, Drama Teacher Guidelines, The Stationary Office, Dublin,
  • Pamela Bowell,Brian S. Heap: 2017, Putting Process Drama Into Action, Routledge, 9781138858466
Other Resources

50723, 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, 50749, Website, 0, Association of Drama Education in Ireland, https://www.adei.ie/, 50750, Website, Drama Resource, 0, UK based drama resource site, https://dramaresource.com/, 50751, Website, 0, Council of Ontario Drama and Dance Educators, https://www.code.on.ca/, 50752, Website, Arts Education Portal, 0, Arts Education Portal, https://artsineducation.ie/en/home/, 50840, Podcast, ADEI, 0, Hotseating Podcast ADEI, https://www.adei.ie/hotseating, 50841, Website, 0, Reader's Theatre, http://www.aaronshep.com/rt/, 52304, Website, Disentangling Inclusion in Primary Physical Education, 2021, Disentangling Inclusion in Primary Physical Education, https://www.dippe.lu/, 52305, Website, Orienteering Ireland, 0, How to Orienteer’ Resource Videos, https://www.orienteering.ie/video-3/, 52306, Website, Primary School Sports Initiative, 2006, Primary school sports initiative resource materials for teaching PE, https://pssi.pdst, 52307, Website, Professional Development Service for Teachers, 2017, Move Well Move Often, http://www.pdst.ie/Physical-Education-Main, 52308, Podcast, Risto Marttinen (Host)., 2020, The Irish Primary PE Curriculum with Liam Clohessy (No. 81) [Audio podcast episode]., Playing with Research in Health & Physical Education., https://anchor.fm/PwRHPE/episodes/81- The-Irish-Primary-PE-Curriculum-ea8, 52309, Website, Water Safety Ireland, 2020, Primary Aquatics Water Safety, https://www.teachpaws.ie/,
Programme or List of Programmes