Adventure Activities- Personal Skills, is a practical module. This module develops basic personal proficiency skills in a range of adventure activities. Students learn about the historical development of these activities, use of equipment, safety issues, environmental impacts of the activities, the professional practice context of the activities and instructor/skills progression pathways. The activities will include: hillwalking, kayaking, rock climbing, open boating, surfing, mountain biking and orienteering and may extend to include other sports such as sailing, caving, gorge walking, bush craft, circus skills and ropes courses. Mountain Skills assessment or equivalent is a Failed Element.

1. Participate competently and safely at an introductory level as a group member in a range of adventure sports
2. Achieve a level of personal skill in a selection of the following; hill walking, kayaking, canoeing, rock climbing, orienteering, surfing and sailing

3. Gain basic National Governing Body Awards in at least two outdoor recreation areas, to include hillwalking through the Mountain Skills Assessment
4. Explain the professional context of a range ofadventure activities

5. Participate safely as a group member in a range of introductory level adventure sports
6. Realise the effect of weather and other environmental hazards on adventure sports

7. Have an appreciation of their skill level in a range of adventure activities

Planet earth is constantly being altered over time primarily by nature but more recently by human influences have accelerated upon some of these processes. Natural forces are continually impacting upon the Earth, sculpting and altering the landscape and planetary surface over a range of spatial and temporal scales. This module will study some of the various processes that have shaped the planet and provide students with the knowledge and investigate skills to make judgements and interpretations on differing processes and landform. This module will introduce students to a broad range of fundamental processes, concepts and techniques that are critical to begin understanding the evolution of our geographical and geological landscape and facilitate them in beginning to begin developing an interpretation of landforms within the Irish landscape.

The module has a strong emphasis on Irish examples and involves both field trips and laboratory practicals which is reflected in the assessment breakdown of this module.

1. Provide an outlinethe various Earth processes which affect the planet and explain how some of these processes have influenced the Irish Landscape.

2. Read and interpret geographic and geological processes from maps, Interpret geological maps and basic surveys. Describe, identify and categorise rock specimens types.

3. Observe and interpret geographic phenomena in the field

4. Have a basiccompetence toexplain and interpretlandscape featuresfor others in an outdoor setting.

5. Extract and retain meaning from field, laboratory practical experiences and field experiences.
6. Connect the module material with current event particularly as it relates to climate change, ecosystems and Education fro Sustainability

7. Analyse their own learning and identify methods of increasing their learning
8. Generate a deeper conceptual understanding of the individual components that have interacted to form the Irish landscape through fieldwork, theoretical lectures and laboratory practicals.
9. Observe and participate in new experiences.

To provide students with the ability and confidence to use standard workplace and Internet applications including word-processing, spreadsheet, presentation, browser, email, online meeting applications, assistive technologies and search engine software safely. A specific focus will be to enable the student to apply digital literacy skills and communication technologies appropriate to the profession.

Provides the student with the basic concepts of ICT and the application skills for use in their area of study and future employment.

1. Demonstrate a knowledge and understanding of information and communication technology and its applications in organisations

2. Use a personal computer operating system, examine control panel settings and be proficient with basic file management commands. (Proficiency 2.7)

3. Evaluate the basic concepts of computer PC operating systems in order to make use of the tools provided by modern IT to achieve high standards in their prospective area of employment

4. Research information efficiently using web browser and search engine tools. (Proficiency 2.7)

5. Be able to apply digital literacy skills and communication technologies appropriate to the profession. (Proficiency 2.7)

6. Use a word-processing application to produce documentation relevant to the workplace. (Proficiency 2.7)

7. Understand the concept of spreadsheets, use a spreadsheet application and have the confidence and ability to produce basic worksheets. (Proficiency 2.7)

8. Demonstrate competence in the use of a presentation package with a view to produce quality presentations. (Proficiency 2.7)

9. Have an awareness of health & safety issues in the use of personal computers.

The aim of this module is to develop academic and professional development skills for student success in higher education and beyond. This module combines online learning activities and small group workshops to focus on areas such as academic writing and integrity, creative thinking, problem-solving, time management, communications, group work, technology, innovation and presentation skills.

1. Apply appropriate tools and principles to optimise the learning experience.

2. Develop self-reflection practices for individual and group-work activities.

3. Develop academic writing skills, recognise different information sources and apply the principles of academic integrity.

4. Assess a variety of professional communication practices and digital tools and apply to problem-solving.

5. Consider how the chosen discipline has a responsibility to wider society.

This module aims to help learners develop professionally and personally and equips them with the skills and knowledge to enable them to plan for and achieve career objectives. Students will be prepared for, and adapt to, an ever-changing changing world of work. Demonstrating professional communication skills in various situations and on different platforms will assist students as they develop and refine a professional career portfolio. Learners will gain knowledge and skills in relation to the recruitment and selection process, creating professional documentation. The focus is on career, personal and professional development.

1. Appraise their developing professional selves as outdoor practitioners

2. Explore the demands of specific roles in the outdoor education sector

3. Establish a professional online presence, utilising various platforms and networking opportunities

4. Produce professional documentation following accepted conventions of design, structure and content, particularlythose required in the recruitment process

5. Present and articulate professional skills and experience in an employment interview scenario

This module aims to equip learners with the knowledge, skills and competence required to develop and enhance physical fitness for a range of adventure sports activities. The health benefits of adventure sports activities and the components of a healthy diet for the adventure sports athlete will also be explored.

1. Screen participantsfor physical activity and develop a working knowledgeofbasic field testof physicalfitness, paying particular attention to safety, reliability and validity.

2. Identify appropriate training methods and adaptations for varying training outcomes.

3. Demonstrate an understanding ofanaerobic and aerobic energy sourcesfor adventure sports activities andthetraining implications.

4. Design a safe and effective training programme to improve fitness for an adventure sport of the learners choice.

5. Discuss the principles and importance of good nutrition for adventure sports participants.

6. Demonstrate an understanding of the literature that underpins health and fitness for adventure sports participants.

This module is designed for students on the undergraduate Outdoor Education Programmes.Students will be introduced to the human body exploring its capacity and potential for exercise, adventure and active engagement in and with the natural world. It aims to encourage students in the application of a basic understanding of human anatomy and physiology to outdoor activities that they are familiar with. First aid training is facilitated as part of this programme and is a mandatory must pass component of the module.

1. Describe the basic anatomy and physiology of the human body

2. Discuss the impact of exercise on the human body

3. Describe how an understandingof anatomy & physiology can contribute to enjoyment and safety in the pursuit of outdoor adventure or sporting activity.

4. Discuss the potential of physical activity in the natural setting to contribute to physiological well-being

5. Administer basic first aid

The module provides an introduction to contemporary theories in Human Geography. It covers key concepts relevant to different branches of the discipline including Population Geography, Urban Geography, Environmental Geography and Economic Geography and their application to society and environment relations. Key global challenges of socio-spatial inequality, and the climate and ecological crisis are covered in addition to varying responses to these challenges.

1. Describe and evaluate key theories in human geography and their insights into environment-society relations.

2. Explain human impacts on environment in particular the global climate and ecological crisis

3. Discuss key concepts in population geography and their insights into society and environment

4. Describe key concepts in economic geography and their insights into society and environment

5. Describe key concepts in urban geography and their insights into society and environment

6. Explain environmental, social and economic contexts of land-use and environmental conflicts

"Play is a natural channel for young children's thinking, learning and development and is central to their holistic well-being. All children need and have a right to play" (DCCC 2012). This module will provide theoretical foundations of play and seeks to define and clarify play. The learner will explore how even the most everyday activities can become a valuable learning experience for children birth to six years old. Types of play will be explored to stimulate all areas of development and learning including imaginative play, messy play, creative play, social and emotional play and physical play. The module will identify strategies for the learner to support children's play and along with a spirit of inquiry and dedication to children's well-being the learner will engage in reflection and self evaluation. The learner will be introduced to Aistear (2009) The National Early Childhood Curriculum Framework which is based on the idea that children learn through active participation with their environment and that this is best achieved through play.

1. Define and clarify the meaning of play.

2. Demonstrate knowledge of types of play that stimulate all areas of development and learning.
3. Identify strategies to support young children’s play.
4. Demonstrate an understanding of how Aistear promotes a curriculum for play.

This module commences by examining historical approaches to curriculum development within the Early Childhood Education and Care sector. Commencing with early developments of the ECEC sector to examine the contempory Aistear (2009) framework. The learner will explore the interconnected nature of curriculum and assessment to explain strategies and how they benefit young children's learning and development. The module is designed to enable the learner to explore practices when working with all young children. The learner through a transformational approach will value the child as a competent learner to develop child-led learning experiences that are inclusive and cognisant of diversity.

1. Define curriculum and curriculum development.
2. Facilitate an emerging curriculum based on children’s interests and experiences.

3. Plan for holistic learning, implementation and evaluation of appropriate early childhood education experiences and articulate the effectiveness of these experiences with parents and colleagues.
4. Demonstrate an understanding of the importance of reflective practice and ensure a comprehensive curriculum development that promotes child learning and development.

This module provides an introduction to the theory and practice of professional social care. A central concern is to introduce the student to the centrality of relationships to social care practice. Also of concern will be exploring authenticity and introducing some of the core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Demonstrate knowledge ofsocial care as a theory and practice with particular reference to the CORU Standards of Proficiency (Proficiency: 1.1; 1.2; 1.3; 1.8; 2.10; 2.15; 5.8; 5.19)

2. Demonstrate knowledge of the various fieldsof practice of the contemporary social care worker in Ireland (Proficieny: 1.1; 1.2; 2.10; 2.15; 5.1).

3. Demonstrate knowledge ofthe various institutional, legal and political contexts within which social care is practiced in Ireland (Proficiency 1.1; 1.2; 1.8; 1.9; 2.15).

4. Demonstrate an introductory knowledge ofcontemporary models and concepts of social care in selected other European States (Proficiency 1.1; 1.2).

5. Applyprofessionalism, professional ethics, person-centred care and personal boundaries to their emerging social care practice (Proficiency 1.1; 1.2; 1.3; 1.5; 1.8; 1.9; 1.21; 2.10; 2.13; 2.15; 4.4; 5.8; 5.19).

This is a Level 6 Module taught over a single semester. It is designed to provide students with a broad introduction to the scope and range of psychological theories and principles, and their application to life. This module will incorporate proficiencies across the domains of practice relevant to the field of psychology that contributes to understanding the person in social care practice.

1. Have a broad knowledge and understanding of the historical and theoretical development of the discipline of psychology, human development, health and wellbeing, disorder and dysfunction as it relates to the Social care Worker(Proficiencies 5.4,

2. Describe the role of psychology in various contexts and its contribution to the social and behavioural sciences, identify all behaviours as a form of communication and the evidence base for interventions associated with behaviours (Proficiencies 2.17, 3.6, 5.10)

3. Describe and discuss contemporary approaches and schools of thinking in psychology (Proficiency 5.1)

4. Apply basic psychological theory to understanding human behaviour and lifespan development (Proficiencies 1.22, 1.23, 5.1, 5.6, 5.7, 5.14)

The aim of this module is to introduce the social care worker student to the discipline of sociology. Drawing upon the writings of Comte, Durkheim, Marx and Weber and other theorists the main features of modernity will be explored. The module will explore societal structures, socialisation and family, norms and values, social stratification, education, poverty and culture, with specific attention accorded to social care provision. Through deliberation personal values and life experience are explored, with the intention the student will be enabled to consider how others see the world. Through various sociological lenses, individual, community and societal dynamics will explore historical and contemporary social processes that influenced the provision of social care. This exploration will include; discrimination, social exclusion and marginalisation and the potential outcomes for different social groups across the lifespan. This provides a basis to consider practice which is rights based, anti-discriminatory and culturally competent to work with diverse groups and individuals. A brief introduction to research types linked to specific paradigms provides insights to social research and its purpose. The student will be encouraged to appreciate the limitations of sociology in relation to understanding the holistic needs of the individual, families and communities.

This module maps to the CORU Standards of Proficiency below:

1.3, 1.5, 1.8, 1.9, 1.10,1.22, 1.23, 3.5, 4.1, 4.2, 4.4, 5.1, 5.2, 5.5, 5.6, 5.7, 5.14, 5.17

1. Evidence a broad introductory knowledge and understanding of the concept of society; (Proficiencies:1.22, 1.23, 4.4, 5.1, 5.7, 5.14 )

2. Describe anintroductory knowledge of the historical and theoretical development of the discipline of sociology; (Proficiencies: 1.22)

3. Explain the main characteristicsof modernity as an era, the formation of institutions and the historical development of social care provision (Proficiencies:1.3, 1.8, 1.22, 5.1, 5.2, 5.5, 5.6, 5.7, 5.14,)

4. Evidence anability to apply fundamental sociological concepts to social care contexts, considering theory, policy and practice.(Proficiencies: 1.3, 1.5,1.8, 1.9, 1.10, 1.22, 3.5, 4.1, 4.2, 4.4, 5.1, 5.2, 5.5, 5.6, 5.7, 5.14, 5.17)

5. Describe different formations of social divisions that lead to social inequality,discrimination, socialexclusion and how to challenge such processes. (Proficiencies: 1.8, 1.22, 5.1, 5.2,5.14, 5.15)

Spanish Language and Culture 1 is for students with no previous knowledge of the language who wish to develop basic communication skills in Spanish and acquire an understanding of its cultural and contextual environment. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A1.

1. Listen to and recognise familiar words and short dialogues needed to perform everyday tasks when people speak slowly and clearly.

2. Read and understand familiar names, words and non-complex sentences, eg on notices and forms.

3. Interact in a basic way to exchange personal information and in areas of immediate need and familiar topics.

4. Write short, basic texts that relate to performing everyday tasks.

5. Show an awareness of social and cultural aspects of Spanish-speaking countries and regions.

(CERF A1.1) This module offers students the opportunity to learn French from beginner's level. The module will also enhance understanding of the cultural and contextual environment of the target language. This module develops communicative language skills and adopts an action- oriented approach to teaching and learning. Upon successful completion of this module, students will have reached at least A1 level of the Common European Framework.

1. Listen to and recognise familiar words and short dialogues needed to perform everyday tasks when people speak slowly and clearly.

2. Read and understand familiar names, words and non-complex sentences, e.g. on notices and forms.

3. Interact in a basic way to exchange personal information and in areas of immediate need and familiar topics

4. Write short, basic texts that relate to performing everyday tasks and complete simple forms.

5. Demonstrate awareness of geographical, linguistic, social and cultural aspects of France and its regions

German Language and Culture 1 is for students with no previous knowledge of the language who wish to develop basic communication skills in German and acquire an understanding of its cultural and contextual environment. This module is in line with the Common European Framework of Reference for Languages (CEFR), Level A1.

1. Listen to and recognise familiar words and short dialogues needed to perform everyday tasks when people speak slowly and clearly.

2. Read and understand familiar names, words and non-complex sentences, eg. on notices and forms.

3. Interact in a basic way to exchange personal information and in areas of immediate need and familiar topics.

4. Write short, basic texts that relate to performing everyday tasks.

5. Show an awareness of social and cultural aspects of German-speaking countries and regions.