In this module students will develop their own leadership skills and explore how to empower children as leaders. The focus will be on collaborative and inclusive approaches to leadership and policy-making. Gaining leadership skills empowers children to become agents of change and active citizens, building their confidence to solve problems creatively and work collaboratively with others towards a sustainable future. Students will also examine the importance of democratic governance in the context of policy-making, regulation and practice.

1. Analyse leadershiptheories and practicesthat can be applied in the School AgeChildcare setting

2. Demonstrate a critical awareness of the self and of interpersonal skills needed to lead within the setting.

3. Examine the dynamics associated with inter-personal and inter-group interactions in the School AgeChildcare setting

4. Analyse how children can master leaderships skills to act as agents of change, advocates and active citizens.

5. Evaluate the importance of democratic governance in sustaining the School Age Childcare context in relation to practice, regulation and funding.

This module prepares learners for the creative use of digital media and preparing digital content. The learner will focus on the creative use of technology with children and adolescents.

Learners will be equipped with leadership skills when using digital technology with children and adolescents. Examining and evaluating issues relating to digital technologies and young people will be explored. Learners will be encouraged to consider their own relationship with technology and the role it plays in learning, relationships, social and community.

The safety of children and young people and techniques to support, guide, mentor and protect will be considered.

Learners will curate their work into a final ePortfolio.

1. Plan, capture and editimages, video and audio.

2. Plan and organisea digital initiative suitable for intended audience.

3. Evaluate the issues and opportunities that digital technologies present.

4. Recommend strategies for introducing, evaluating and using digital technologies with children and adolescents.

5. Plan and publish digital work in an ePortfolio.

This module will introduce learners to psychological theory as it relates to children aged 6-15 years of age. A broad range of theorists will be considered including Bronfenbrenner's ecology of human development which focuses on the family, changing family structures, extra-familial influence and culture. The work of Csikszentmihalyi will be examined in relation to motivation and Bandura in relation to social learning theory. Ericsson's stages of development will be explored. The focus of this module will be on the application of a strengths based approach to support children using solution focused practices.

1. Apply abroad range of psychological developmental theories as they relate to children aged 6-15 years of age

2. Explore the impact offamily, caregivers, environment and culture on the development of the child aged 6-15 years of age.

3. Examine evidenced based therapies that exist and their application within the School AgeChildcare Settingsfor children aged 6-15 years.

4. Analyse national and international practicewithin the School AgeChildcare sector in relation to supporting and educating children aged between 6-15 years of age.

The aim of this module is to support learners to nurture effective relationships with children, their families, schools, colleagues, and external organisations as necessary. The module will also explore well-being in relation to children, families and supports for School age children. In the module areas of inclusion and diversity will be explored with a strong emphasis on empathy. The module will apply good quality relationships as a support for well-being.

The objectives of the module are to draw on theoretical frameworks of supportive relationships and well-being. The module will focus on the National School Age Childcare Guidelines (2020) and International models such as the Australian Framework for School Age Childcare 'My Time Our Place' (2011) and the Northern Ireland and UK Play works model. Respecting diversity and equality issues will be explored with practice strategies examined from national and international perspectives. The role of the adult in supporting all children to participate as active citizens in the School Age Care setting and beyond.

1. Examine policies and practices supporting positive and responsive relationships between children, young people, families, schools and the wider community.

2. Evaluate the role of the adult in a School Age Childcare service.

3. Demonstrate how children/young people can be listened to, heard and responded to.

4. Planand prepare a model of inclusion drawing on national and international models of practice for School Age Childcare.

5. Describe how good quality relationships support wellbeing for all.

The overall purpose of this module is to identify and critically examine the relationship between the child, the outdoor environment, and the adult in childhood education and school aged care. The learner will evaluate their ability to lead outdoor provision within their setting. The immense benefits of outdoor play to children's well-being will be examined, as well as the rationale for learning outdoors by focusing on main theoretical perspectives that inform contemporary and international models of outdoor learning. Students will draw on this theoretical framework to develop confidence and competence in designing outdoor learning spaces and in developing practices in line with national and international policies, guidelines, and curriculums.

1. Identify and critically examine the relationship between the child, the outdoor environment, and the adult inschool agecare.

2. Understand and articulate the benefits of outdoor learning on school agechildren with respect to their cognitive, affective, social and physical development.

3. Integrate outdoor learning with emergent preschool and primary school curriculums.

4. Articulate the theoretical and practical element of project-based learning.

5. Design and run a safe and appropriate outdoor learning session for children in school agecare.

The purpose of this module is to deepen learners' critical and creative understanding of play and Playwork theory and practice within the broader social context of school age childcare in an Irish context. Learning is an entangled process, play, creativity and materials are interwoven to create rich possibilities for children. Learners will explore models which integrate play and develop their ability to design play spaces and support play experiences. Learners will evaluate their role in play interactions and gain experience and knowledge of how to sustain and support play in a variety of contexts with different children. Learners' developing understanding of play is supported in the module by consistent work on observing and documenting play. The immense benefits of spaces for rest and relaxation for children's well-being will be evaluated in addition to strategies to support relaxation for children and school age childcare leaders.

1. Analyseplay as a biological, psychological and social necessity, fundamental to health and wellbeing.

2. Plan and design experiencesfor play, rest and relaxation.

3. Evaluatecreative processes and pedagogical approachesto cultivate a relational space of investigating, composing and creating together.

4. Appraise the value and relevance of relaxation techniques for school age children.