This modules aims to develop learners technical skills in a minimum of two adventure sports. Learners will develop knowledge and understanding of the principles and practices of outdoor recreation, including the organisation involved in running programmes of adventure activities. Learners will also be encouraged to integrate learning from core modules on the BA in Outdoor Education in order to facilitate a learning experience which provides a holistic view of Outdoor Education.

1. Have developed technical, leadership and instructional skills in a selection of outdoor activities specified in the syllabus.
2. Demonstrate knowledge of the principles and practice of outdoor recreation, including the organisation involved in running programmes of adventure activities.
3. Recognise the varying roles of the instructor in terms of teaching, mentoring, safety and leadership.
4. Competence in establishing clear goals on improving proficiency and instructional ability in a range of adventure sports.
5. Be able to recognise different instructional styles and different learning styles and rates, both personally and within peer groups.
6. Demonstarte competence in the use of VHF radios, EPIRB, SART and Flares.

This module introduces students to bogland habitats, freshwater ecosystems, common Irish animals and the post glacial colonisation of Ireland by flora and fauna. The module will seek to foster a greater interest and deeper connection with nature that the students can subsequently share with others.

1. Design and deliver environmental interpretation content that will enhance outdoor education programmes

2. Describe of the maincomponents that have interacted to form the Irish landscape

3. Recognise and explain the key features associated with Irish freshwater and bogland habitats

4. Identify common Irish animals

5. Organise and conduct basic ecological surveys of two different habitats

6. Give examples of the main conservation issues relevant to Irish habitats

The modules introduce students to Irish trees, woodlands, seashores and environmental protection. The module will seek to foster a greater interest and deeper connection with nature that the students can subsequently share with others.

1. Design and deliver environmental interpretation content that will enhance outdoor education programmes

2. Recognise and explain the key features associated with Irish rocky seashoresand woodlands

3. Organise and conduct basic ecological surveys of two different habitats

4. Describethe rationale for environmental protection and the variety ofapproachesinvolved in environmental protection

The module is aimed at professionals managing, supervising and teaching people in an outdoor or activity focused environment. These professional require a deep appreciation of health, safety and well-being for those in their care. Carrying out dynamic and written risk assessments in play activities and adventure sports in addition to analysis of case studies of accidents and incidents in activities form a core part of the module. A basic introduction to Irish law, especially Health and Safety regulation provides a framework for the module. The regulation of adventure activities both nationally and internationally is considered as well as Children First 2015 and Child Care (Preschool Regulations) 2016. The psychology of risk taking in addition to the societal and personal benefits of risk taking are debated.

1. Identify and prioritise the legislation, safety requirements and regulations associated with supervisingactivities, outdoors and indoors.

2. Assess and manage risk associated with outdoor activities

3. Manage risk-rich environments to support childrens well-being, play and resilience

4. Design andimplement a child protection policy

5. Work professionallywith a proactive approach to safety in the outdoors and indoors

This module provides a practical knowledge of leadership and facilitation skills, by examining the interpersonal roles contained within the process of working with diverse group. Students will have to match theory with practise as they develop their own skills and knowledge of working with groups and teams effectively.

1. Identify a range of leadership styles and demonstrate these in a range of group facilitation contexts
2. Evaluate the group processes involved in a range of group contexts
3. Demonstrate the capacity to enhance learning for participants through facilitating guided reflection
4. Demonstrate a critical understanding of the how the outdoor environment can enhance learning and development for young children.
5. Critically appraise the key concepts required for planning, designing and leading an outdoor education programme

A high level of skill in emergency techniques is required of the teacher/instructor in Outdoor Environments. This module aims to develop practical skills based on sound theoretical principles in the following areas; Aquatics, First Aid, Water safety and Land Rescue techniques and procedures.

1. Demonstrate competence in swimming ability.

2. Demonstrate practical skills in water safety and rescue.
3. Demonstrate competent first aid, with specific reference to accidents and emergencies in outdoor activities.

4. Describe the organisation and operation of Rescue Services in Ireland.
5. Discuss the basic techniques involved in Mountain Rescue and the role of volunteers in these organisations.
6. Dicsuss the theoritical and practical aspects of Emergency Procedures

The work experience module provides learners with the necessary skills, training and knowledge in advance of finding work experience in the Outdoor Education sector. While engaging in work experience, learners will explore and build on their professional formation and identity as an Outdoor Educator.

1. Identify specific goals for work experience related to profession formation in Outdoor Education.

2. Understand and critically appraise which learning from other modules / learning experiences may be relevant to the work environment.

3. Critically evaluate overall performance during work experience in light of previously stated goals, personal goals and career aspirations.
4. Develop technical, personal and professional skills commensurate with the course objectives and the learners own goals for work experience.
5. Utilise reflective practice. Reflective practice involves recognising ways in which theory and practice are linked and ways in which general principles offered by theory can be adopted and fitted to specific circumstances in outdoor education practice.

To broaden and deepen social care students' perspectives and their world view by presenting them with a language, a framework and a forum for thinking about, analysing and articulating the basic foundations of their own values, beliefs, convictions, aspirations and knowledge. In particular, students will be encouraged to explore their own values within the context of social care, justice and morality.

1. Demonstrate an understanding of the conceptual foundations, terminology, and historical evolution of contemporary ideas and values as they relate to Social Care and contemporary life (5.1, 5.2)

2. Identify the values, beliefs, convictions and aspirations of oneself and of others (Proficiencies 1.1, 1.8, 1.22, 1.23, 4.5, 5.1, 5.2, 5.19)

3. Analyse what constitutes a good life, and the various ways social care work and help achieve this; (Proficiencies 5.1, 5.2, 5.19)

4. Appraise the nature and purposes of knowledge and education; (Proficiency 5.1, 5.4)

5. Apply an enhanced capacity for thought, self-reflection and self-knowledge; (Proficiencies 1.1, 1.22, 1.23, 4.5, 5.1, 5.19)

6. Articulate an internalised personal, world view, to handle divergent problems (Proficiencies 1.1, 1.8, 1.19, 5.2, 5.19)

7. Asses contemporary social issues as well as showing a willingness to challenge preconceptions and prejudice and, an enthusiasm towards enquiry (Proficiencies 1.1, 1.22, 1.23, 5.2, 5.19)

Health promotion is an integral part of the role of social care workers. This module aims to develop a basic understanding of health and wellbeing, determinants of health and principles and methods of health promotion in social care work, along with the development of initial health promoting skills. This aims to improve health and quality of life and quality of care outcomes for service users.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8, 1.18, 2.4, 2.13, 5.1, 5.2, 5.4.

1. Discuss definitions of and perspectives on health and well-being as applied to self and others, including service users. (Proficiencies 5.1, 5.4)

2. Identify the key determinants of health and the relationship between them, relevant to social care workers, including physical, social and psychological determinants. (Proficiencies 5.1, 5.4)

3. Discuss the meaning of health promotion in the context of social care. (Proficiencies 5.1)

4. Outline the national and international health promotion policy context.

5. Outline the knowledge, values and different philosophies underpinning approaches to health promotion and the conflicts that might occur between social care workers and service users. (Proficiency 5.1)

6. Outline ways of promoting health within social careand community settings, focusing on empowerment,self-management and social inclusion. (Proficiencies 2.4, 5.2)

7. Discuss health promotion issues within specific population groups in social care in a non-discriminatory and culturally sensitive way, respecting different cultural beliefs and practices. (Proficiencies1.8, 5.2)

8. Develop skills in planning and delivering health promotion as a team member, including the range of interpersonal and workload managementskills required. (Proficiencies: 1.18, 2.13)

This module will provide students with an opportunity to develop leadership and instructorship skills and understanding in a focussed number of activities, that will facilitate them to operate autonomously as leaders. Practical training in the outdoor and adventure activities will be supplemented with reflective analysis of personal goals to enhance the effectiveness of this module and to build the habit of reflective learning. This module includes theoretical input for one hour a week to enhance understanding of leading in the outdoors.

1. Have acquired a knowledge and understanding of the principles and practice of outdoor adventure leadership

2. Have the confidence and ability to instruct and organise a focussed range of adventure sports.

3. Have achieved the equivalent of National Governing Boy Award Standards of instruction in at least two adventure activities

4. Appreciate the importance of preparation and attitude in designing and facilitating programmes for those with special needs and to be informed by best practice in inclusive education

5. Have gained experience that will assist in making judgements regarding the location of activities, the risks involved and the abilities of themselves and others.

6. Analyse their own learning through reflective journaling and use the strategies of goal setting to enhance their learning progress.

7. Write an effective Literature Review while deploying research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.

The provides an introduction to formation of the Irish archaeological landscape and its main features, from the Mesolithic to the early 1900s. Through field trips and personal experiences, learners will be encouraged to develop a sense of connection to the rich and varied cultural landscape of Ireland. Fieldtrips to local sites in Mayo will assist in developing a curiosity in the development of a cultural landscape and perhaps creating a sense of connection with place and tradition. Visits to relevant field sites will allow the student to gain first-hand, practical experiences which will assist the students in landscape interpretation when delivering outdoor learning experiences.

1. Explain how humans haveimpacted on the Irish culturallandscape form Mesolithic times to Anglo-Norman times.

2. Recognise and differentiate the most prominent characteristics and features of each archaeological period

3. Interpret the archaeological landscape for themselves and for others as part of an outdoor learning experience

4. Identify the uniqueness and variety of the Irish cultural landscape and appreciatehow the changing nature of human society are reflected by the surviving monuments and human landscapes

The focus of the module will be on an introduction to ecological principles supported by associated fieldwork practicals. There will also be an examination of approaches to environmental education. It will provide practical skills and the know how required to undertake selected ecological field methods. The student will demonstrate an appreciation of the complexities of some important environmental debates and the way in which ecological knowledge is used to address problems such as climate change, water pollution, over-exploitation of biological resources and invasive species. Throughout the module theoretical learning will be illustrated by case studies and supported with field activities. The module also hopes to foster empathy with the natural world and create a deeper awareness of both our interdependence and interconnection with our environment.

1. Describe the complex relationships and factors that create ecosystems

2. Explain the operation of ecological processes and generate supporting theoretical models

3. Design simple surveys and interpret fieldwork data

4. Select suitable approaches to environmental education

5. Applyecological knowledge to a range of environmental challenges faced by society

This is a Level 7 Module. It is designed to develop learners' understanding of the psychological principles involved in human development.

1. Understand the issues and factors that influence development, motivation and learning
2. Understand human behaviour in the social context of adventure education groups.
3. Demonstrate a knowledge of the theories and processes of human development from birth to adulthood.

This Module has two emphasis. The first emphasis in this module traces the development of outdoor education from its traces in Outward Bound to its more modern and international manifestations. The second emphasis in this module is an introduction to the skills of teaching and outdoor education pedagogical practice. Throughout this module skills of teaching are introduced, practised, evaluated and reviewed and then applied in a Service Learning Project/s and through Micro-teaching.

1. Critically analyse the assumptions that underpinfoundational philosophies of education and critically assess their educational processes and outcomes.

2. Appraise the historical foundations and development of outdoor education in an international and national context and judge their relevance to contemporary outdoor education practice

3. Recognize, categorise and describe different teaching skills and interventions and offer assessments of their value in different learning situations.
4. Practice andevaluate the practical skills of teaching in a safe encouraging forum and learn to enhance these skills through discussion, tutor and peer feedback and reflective writing.

A very high level of skill in emergency techniques, risk assessment and management is required of the teacher/instructor in Outdoor Environments. This module aims to develop practical skills based on sound theoretical principles in the following areas; Aquatics, endurance swimming, water rescue skills and CPR/EAR/AED procedures.

1. Demonstrate proficiency in endurance swimming.
2. Demonstrate a high level of competence in swimming strokes and aquatics skills.

3. Demonstrate a high level of skill and theoriticalknowledgein Basic Life Support.
4. Carry out a risk assessment on an open body of water and complete a Normal Operating Procedure and Emergency Action Plan relevant to outdoor pursuitinthis area; demonstrating comprehensive knowledge of open water hazards and risk management practises.

5. Demonstrate application of the rescue principles in a diversity of rescue scenarios and articulate asound rational for the approach taken in each scenario. An ability to prioritise personal safety must be demonstratedthroughout the rescue scenarios.

6. Demonstrate knowledge of the literature of water safety,open water survival techniquesand Basic Life Support.

The module will introduce learners to the myriad of factors that are leading to the environmental degradation of the planet and present a case for taking action as individual initiative and through collective action. The module promotes Acting for Sustainability as advocated by the European sustainability competence framework – 'GreenComp'.

It will present learners with a wide range of evidenced based positive practical actions that the learner can take at an individual and local community level to mitigate against global problems such as climate change and biodiversity loss. The module will examine case studies of successful local community and youth programmes that have led to positive behaviour change with regard to environmental action. It will discuss communication strategies that help promote a pro sustainability message at a local level such as within the student body, family and workplace. The module will identify barriers to positive behaviour change with regard to environmental action. The module will promote informed ways to think, plan and act with empathy, responsibility, and care for our planet and for public health.

1. Examine the key environmental threats that face humanity.

2. Evaluate the effect of lifestyle and consumerism on planetary health.

3. Discuss the environmental, social and political impacts of the climate crisis.

4. Critique the impact of movements and organisations working for climate justice.

5. Design mechanisms that may influence and encourage people at home, at work and in their community to live more sustainably.

6. Critique the role of the Sustainable Development Goals (SDGs) for Outdoor Education.

Outdoor Learning Facilitation embraces a range of contemporary approaches to facilitating outdoor learning which aim to develop people's ability to learn from experience. The module takes the form of 12 theme based workshops.

1. Practice and appraise theskills of facilitation in a safe and encouraging forum while learning to enhance these skills through discussion, tutor and peer feedback and reflective writing

2. Critique the influence of group work and group dynamics on personal and social development.

3. Critically evaluate theconditions necessary for contemporary approaches to outdoor learningto work effectively.

4. Investigate the ethical implication of their facilitation practice, make sound personal judgements and understand existing codes of practice.

5. Design and Facilitate exemplar programmes of outdoor learning which include strategies for learner reflection.

The module aims to introduce students to the growing area of social, community and therapeutic horticulture. It explores how horticulture can be used to promote social inclusion, community engagement, health and well-being, as well as promoting recovery. The module is broken into two distinct elements: a practical element where students will learn how to correctly grow and harvest plants and the theoretical element where student will gain an understanding in the conceptual frameworks and theories that govern social, community, therapeutic gardening.

1. To differentiate between the various theories and concepts of social and therapeutic horticulture.

2. To demonstrate the skills needed for sustainable fruit and vegetable crop production.

3. To identify the various pedagogies and facilitative techniques for use with a multitude of different service users.

4. To describe the key components needed for an authentic person centred model of care.

5. To design and plan a person-centred social and therapeutic horticulture programme.

This module provides an opportunity for the learner to conduct an independent piece of research. Developing the capacity to devise and complete a sustained piece of research and independent writing is one of the defining features of a graduate of the Outdoor Education honours programme and is of particular relevance and importance in the context of Irish Outdoor Education where the field is practice rich and research poor. Learners participating in a designated stream on the BA (Hons) programme will align their research area with this stream, e.g. Geography or Therapeutic focus.

1. Demonstrate both a broad and in-depth knowledge of their chosen area, building appropriately on the work completed during earlier years of the outdoor education programme.
2. Articulate a knowledge and understanding of contemporary issues and critical concepts in outdoor education research
3. Evaluate a range of data collection instruments with reference to issues such as the reliability and validity of the data and the feasibility of use.
4. Deploy bibliographic skills, including citation of sources and consistent use of conventions in the presentation of scholarly work
5. Deploy research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.
6. Show competence in the planning and execution of an extended piece of writing, presenting information and argument in a critical and cogent manner.
7. Present persuasive written and oral arguments concerning his or her own research and the work of other authors.
8. Organise working time and keep to deadlines while demonstrating the ability to operate independently and responsibly, in the production of a sustained piece of critical writing.

Education for sustainability

The environmental management and sustainability module briefly explores current legislation and policy frameworks for managing our environment in Ireland. Emerging policies / trends and movements underway elsewhere are also critically examined with a view to potential adaptation or implementation in an Irish / European perspective. Current narratives around the suitability / unsuitability of metrics such as GDP, GNI, GPI, are discussed and alternatives are appraised. Alternative and emerging narratives around the SDGs which are critical of existing policies and practise regarding ODA and other sustainability issues and how these may reduce or accelerate environmental degradation particularly in the context of outdoor recreation are also considered. Engagement within the module utilises a place-based education (PBE) approach for engagement. How PBE this may foster and promote pro-environmental behaviours is examined. Cognisance of new and emerging National policy and strategy changes will be addressed due to the rapidly evolving nature of the field. The role of the proposed National Outdoor Recreation strategy will provide infinite possibilities for exploring sustainability and management issues for outdoor recreation.

1. Understand how outdoor recreation and adventure tourism fit into the strategic sectors for National Development, Outdoor Recreation andSustainable Development in Ireland

2. Conceptualise ecological sustainability as the basis of other aspects of sustainability

3. Know how to engage with the policy-makers, the planning system and the other main policy instruments that underpin environmental management as it relates to the outdoor and historical / heritage sectors.

4. Apply the skills of practical scientific enquiry to an environmental issue at local and regional level.

5. Evaluate International Environmental Policy, its relevance as a driving force for Irish Environmental Policy, and its effectiveness in
achieving sustainable environmental management.

6. Critically evaluate approaches to teaching environmental education.

7. Critique the main aspects of policy and practice for Outdoor Recreation and the implications for environmental management.

8. Evaluate the benefit and effectiveness of nature conservation and environmental protection in Irish Landscape Management.

9. Appreciate the moral dimensions to resource use and environmental degradation, and the influence of political ideology on
development models

10. Be able to inform debate on appropriate development and its significance and consequence for ecological and societal health

This module provides an opportunity for the learner to develop a Literature Review of their chosen research area. This endeavour will require a critical assessment and evaluation of sources. This Literature Review should evolve into a description of the literature relevant to their particular field or topic. The main purpose of the Literature Review in the context of the BA (Hons) in Outdoor Education is to summarise, synthesis and analyse the main arguments and ideas in their chosen field within the broad outdoor education field. Learners participating in a designated stream on the BA (Hons) programme will align their research area with this stream, e.g. Geography or Therapeutic focus.

1. Show both a broad and in-depth knowledge of their chosen area of research, building appropriately on the work completed during earlier years of their programme of study.
2. Deploy research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.
3. Plan and execute an extended piece of writing.
4. Operate independently and responsibly, and take a positive and active role in his/her/their learning, in the service of the production of a sustained piece of critical writing.

This module seeks to provide the student with the knowledge, skill and competence to plan expeditions that provide a context for personal and social development and for connection to place.

1. To consider philosophical and sociological frameworks to critique expedition practice.

2. Create rich learning experiences through thoughtful use of experiential programme design in an expedition context.

3. Demonstrate theskills and understanding needed tofacilitate an educational expedition while learning to enhance these skills through discussion, tutor and peer feedback, and reflective writing.

4. Engage in different expedition formats such as micro-expeditions, place based approaches and solo experiences and appraisetheir impact personally andon learners more generally.

5. Consider the consequence of expedition practice for the environments in which they work and have an understanding of sustainability within this context.

This module will provide the learner with an understanding of the role experience plays in learning. The major contributories to experiential learning theory will be examined. Opportunities will be provided for learners to design, facilitate and evaluate experiential programmes. The role that the emotions, multiple intelligences and learning preferences play in experiential learning are critiqued.

1. Critique the premise, theoretical foundation and lineage of experiential learning

2. Appraise the holistic nature of experiential learning with particular reference to the emotions.

3. Devise experiential learning interventions and evaluatetheir effectiveness in a broad range of contexts

4. Practice the facilitation ofexperiential learningin a safe and supportive forum and learning to enhance these skills through discussion, tutor and peer feedback and reflective writing.

5. Critically appraise the ethical implication of their practice, make sound personal judgements and understand existing codes of practice.

This module aims to prepare learners to plan, organise, deliver and evaluate schemes of work to meet the learning outcomes of the relevant Physical Education Adventure Activities Curriculums either at Junior Level, Senior Level or the Leaving Certificate Applied programme. The literature supporting sound coaching practises and development modules for long term sports participation will also be explored. Such knowledge is applicable to a range of situations in outdoor education, health related fitness and adventure activities participant development structures.

1. Demonstrate a knowledge of the research literature that underpins good coaching practices.
2. Demonstrate an ability to apply sound theoretical principals in the design, delivery and evaluation of a scheme of workfor a relevant Physical Educationadventure activities curriculum, or similar piece of work for example,’Sport For Life’ programme.

3. Display and ability to work with others in task-orientated groups, participating and interacting in the group in a productive manner for him/herself and for the group as a whole.
4. Demonstrate advanced skills in sports coaching practices and an ability to apply feedback from tutor, peer and programme participants to enhance personal coaching practices.
5. Explore wheretheir role as an adventure sports coach fits into the wider context of Lifelong Involvement in Sport and Physical Activity.

This module provides a detailed introduction to sociology with a particular reference to its application in Outdoor Education settings and practice. A particular concern is that the OE leader will be able to apply sociological insight to their practice and to their understanding of the world. The themes and content of the module reflects this concern.

1. Demonstrate a comprehensive foundational understanding of the discipline of sociology its concepts, classical theorists and methodologies.

2. Demonstrate a clear understanding of the historical and theoretical development of sociology

3. Evidence how their role as outdoor educators is informed by the theoretical and practical insights offered by sociology.

4. Articulate in a sociologically informed manner an overview of debate on selected current topics such as technology, gender, prejudice, deviance, environment.

This module concerns the use of adventure experiences and nature as part of a therapeutic intervention to work with diverse groups of people and communities. The module is designed to enable the student to examine and develop an understanding of the diverse range of potential applications of adventure and nature experiences for therapeutic benefits.

This module maps to the CORU Standards of Proficiency below:

1.2, 1.3, 1.5, 1.17, 1.18, 1.19, 2.14, 2.15, 3.2, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.12, 3.14, 4.1, 5.5

1. Describe and critically appraise the emerging use of adventure and nature experiencesfor therapeutic benefit when working with individuals and groups(Proficiencies: 2.14, 2.15,)

2. Articulate a broad understanding of the premise, process and theoretical foundation of the therapeutic uses of adventure, group, and nature for therapeutic benefit within limits of professional practice and multi-disciplinary teams(Proficiencies: 1.2, 2.14, 2.15,)

3. Articulate a broad understanding of effective decision-making with participants and colleagues throughout the process oftherapeutic programmes from diagnosis to evaluation(Proficiency: 2.14,)

4. Devise, facilitate and evaluate developmental experiences and interventions in a safe and encouraging forum while learning to enhance these skills through discussion, tutor and peer feedback and reflective writing (Proficiencies:1.2, 1.3, 1.5, 1.17, 1.18, 1.19, 3.2, 3.5,3.6,3.7,3.8, 3.9,3.10, 3.12, 3.14, 4.1, 5.5)

5. Explore and make judgements when exercising a professional duty of care, including ethical issues,critical awareness of personal skill and competence involved when working therapeutically with service users and colleagues(Proficiencies: 1.5,1.17, 4.1,)

The aim of this module is to facilitate a critical exploration of contemporary mental health issues with specific emphasis on recovery. This will incorporate policy and legislation studies, service user involvement, family participation and an examination of modern multi-professional collaborative mental health services. The module is designed to provide the student with a comprehensive understanding of multi-disciplinary working and the specific role of the professional social care worker in mental health service provision. This understanding will be informed by CORU's Standards of Proficiency.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 5: Professional Knowledge and Skills

1. Articulate and critically engage with a comprehensive conceptual and historical overview of ‘mental illness’, drawing primarily on sociological and psychological perspectives (Proficiencies: 1.1; 1.2; 1.6; 1.9; 1.11).

2. Analyse and assess the policy and legal frameworks that shape contemporary mental health service provision in Ireland (Proficiencies: 1.1; 1.2; 1.6; 1.9; 5.4)..

3. Evaluate key ideas, trends and theories that inform a recovery discourse in mental health services with particular reference to the role of social care(Proficiencies: 1.1; 1.2; 1.3; 1.6).

4. Critically review key recovery concepts such as hope, control and opportunity and the role of self-efficacy in recovery (Proficiencies: 1.1; 1.2; 1.6; 1.11; 1.17; 2.9; 2.13; 2.14; 2.15; 5.9).

5. Articulate and critically engage with current cultural changes in ‘mental health’ discourses arising from survivor movements, peer movements and wider community development frameworks (Proficiencies: 1.1; 1.2; 1.5; 1.6; 2.3; 2.4; 2.12).

This objective of this module is to provide the student with a basic theoretical and practical understanding of spatial data management through the use of Geographical Information Systems.

Learning is supported through the use of demographic, environmental, historical and archaeological data at global, regional and local scales.

1. Demonstrate their understanding of the concepts that underpin Geographical Information Systems

2. Use GIS software to examine data sourced from historical, environmental and cultural sectors

3. Import, visualise, create, edit and query vector data

4. Create maps using established design principles

This module is aimed at enabling the social care student to understand the concepts and the theoretical bases of addictions and addictive behaviour. It further aims to examine the complex relationship between specific groups and addiction in the social environment, including, for example, people experiencing homelessness, women, offenders, children, and to critically review contemporary policy in relation to addiction and substance misuse. This module is rooted in addiction as it relates to social care and as such aims to provide the social care student with a broad understanding of addiction as it relates to social care settings and the broader community and introducing some of the core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care.

1. Critically discuss theories and concepts of addictions and addictive behaviour; Proficiencies 1.1, 1.2, 5.4 and 5.1

2. Explore and critically analyse the impact of addictive behaviour on individuals and societywith particular reference to disclosures and the limits of practice for the social care worker. Proficiency 1.2, 1.4 and 5.1.

3. Critically discuss addiction care service systems in a national and international context with an emphasis on scientific enquiry; Proficiencies 5.5

4. Critically discuss substance misuse and specific populations within an Irish context, and define complex needs; Proficiencies 5.7

5. Critically discuss drug and alcohol policy development in Ireland and the importance of prevention initiatives. Proficiencies 5.7

The aim of this module is to introduce social care work students to practices and issues relevant to contemporary youth work in Ireland. As a sector youth work engages with young people from diverse social, cultural and economic backgrounds. Youth work requires team work, self-awareness, reflective practice, the ability to identify needs, plan, evaluate and implement participatory interventions and be able to practice safely and effectively within the legal, ethical and practice boundaries of the profession.

This module maps to the CORU Standards of Proficiency below:

1.1, 1.2, 1.3, 1.6, 1.8, 1.9, 1.17, 1.18, 1.21, 1.22, 2.2, 2.3, 2.6, 2.12, 2.13, 2.14, 2.15, 2.16, 3.6, 3.7, 3.11, 3.14, 3.15, 4.3, 4.4, 5.1, 5.2, 5.3, 5.12, 5.13, 5.14, and 5.16.

1. Describe contemporary youth work theory, policy, practices and issues to evidence an understanding of how to practise safely and effectively within the legal, ethical and practice boundaries of the profession(1.1, 1.6, 1.8, 1.22, 3.7,4.4, 5.1, 5.2, 5.13, 5.14.)

2. Critically evaluatethe relationship between youth work and other professions within wider society to be able to maintain professional boundaries with service users and to evaluate their own characteristics, values and practice with service users and others. (1.22,5.2, 5.14)

3. Apply the acquired knowledge of professional youth work concepts to various youth work contexts recognising the importance of working in a non-discriminatory, culturally sensitive way which is respectfully of beliefs and cultural practices.(1.8, 1.21, 2.3, 2.15, 2.16, 3.6, 3.7, 5.13, 5.14)

4. Identify a range of youth work agencies and complementary services understanding the role of policy and systems in place to protect the health, safety, welfare, equality and dignity of service users, staff and volunteers(1.9, 2.6, 2.13, 2.14, 3.11, 3.15, 5.13)

5. Preparea youth needs analysis and design, implement and evaluate an intervention to respond to the identified need. (1.3, 1.9, 1.18, 2.2, 2.6,2.12. 2.13, 3.11, 3.14, 3.15, 4.3, 5.2, 5.3, 5.12, 5.16)

6. Critically appraise the role of the individual working in youth work asa social change agent applying principle of social justice, equality and inclusion and challenging unjust policies and practices (1.2, 1.17, 5.2)

7. Describe the relationship between theory, policy and practice as a basis for continuing professional development (1.9, 1.17, 5.2)

The aim of the module is to enable the student to develop an insight into the issues and challenges for social care workers of working with offenders, ex-prisoners and their families in the community. The module is intended to enable students gain an understanding of the need for adequate services, policy and advocacy for offenders, ex-prisoners, their families and those working with these groups. The module also aims to enable the student gain an understanding of the link between poverty, mental illness, social disadvantage and crime, and to identify the role for early intervention and rehabilitation strategies.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice, and Team working

Domain 3: Safety and Quality

Domain 5: Professional Knowledge and Skills

1. Develop knowledge, skills and attitudes for social care workers in relation to working with offenders and ex-prisoners, their families and communities. (Domain 1.3, 1.6, 2.2, 2.12, 3.6, 5.2, 5.11)

2. Critically discuss the relationships between poverty and crime, mental health and crime, social disadvantage and crime. (Domain 1.6, 3.6, 5.2)

3. Critically evaluate policy development initiatives in this area. (Domain 1.6, 1.9, 3.6)

4. Critically challenge cultural and societal attitudes to offenders and ex-prisoners. (Domain 1.6, 3.6, 5.2)

5. Critically discuss the role of inter-agency and interdisciplinary services working with offenders and ex-prisoners and the role of advocacy for this client group. (Domain 1.3, 1.6, 2.12, 3.6, 5.15)

The module aims to address fundamental questions about cultural democracy and human rights, with a particular focus on strategies to develop cultural literacy and cultural capital. It aims to develop a practical exploration and examination of aesthetic and ethical issues as expressed in the tensions between product and process in community-based cultural activity.

It aims to encourage and enable an exploration of these issues by providing an experiential context, conceptual frameworks and a forum for examining and exploring the role of the arts in community development.

It should provide students with a context for subsequent learning, enhance their power of independent judgement, enrich their perspectives on human society and encourage reflection on the interface of culture, human rights and community development.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8,1.23, 5.2, 5.16

1. Show a deeper and broader knowledge and understanding of culture, cultural literacy, cultural capital, cultural rights and cultural democracy

(Proficiency5.2)

2. Express a deeper and broader knowledge and understanding of the arts and their role in community development and social care, and the role of the artist and volunteer in this work

(Proficiencies:1.23,5.16)

3. Construct a framework for conceptualising differing views on community, and an ability to contest conventional wisdom and develop alternative perspectives;

4. Determine an enriched perspective on social solidarity, a willingness to challenge preconceptions and prejudice, and an enthusiasm towards further enquiry

(Proficiency 1.8)

5. Develop an enhanced capacity for thought, self-reflection and expression through the arts and for autonomous learning;

6. Value the ability and confidence to articulate an internalised personal world view, manifesting solidarity with others and the ability to engage creatively with them.

This module studies representations of Ireland in text, image and cartography during the early modern period. These representations, of a country and its peoples, are studied in different historical contexts from the Tudor period onwards. Students will develop a critical understanding of Irish identities as projections of different value systems.

1. Analyse artistic and literary representations of Irish people and settings in the early modern period.

2. Trace the historical evolution of representations and stereotyping in early modern Ireland.

3. Display a critical understanding of Irish identitywithin a context of wider relationships.

4. Identify and analyse relevant historical sources concerning Ireland, its land and/or people in the early modern period.

Integrating some of CORU's Standards of Proficiency, this module will relate to professional autonomy and accountability, communication and professional development, knowledge and skills. It will aim to develop the students' ability to critically analyse professional service user / social care worker relationships and build skills to develop and maintain relationships within the social care context. It will present an introduction to the theory and practice of interpersonal interactions within the professional relationship, and will focus on self-awareness, personal and interpersonal power, attitudes, values and perceptions in communication, verbal and non-verbal strategies, teamwork and dealing with difference as a means of being able to act in the best interest of service users at all times. This module will provide a solid foundation for establishing, maintaining and terminating relationships within the professional arena, together with skills for dynamic interpersonal relationships.

It builds on the communication and interpersonal management modules offered at Level 6 and on the Pedagogical Practice and Social Care module at Level 7.

1. Understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team by critically analysingthe nature of relationships and relationship boundaries and their application in social care. (Proficiencies 1.3, 1.21, 2.13)

2. Demonstrate mastery of establishing and maintaining professional social care relationships by exercising appropriate analysis, application and judgement in respect of appropriate interpersonal skills including an ability to modify and adapt communication methods and styles to suit individual service users issues andneeds. (Proficiencies 1.8, 1.10, 1.11, 2.2, 2.3, 2.11, 2.12, 2.13, 2.14, 2.15)

3. Critically evaluate their own interpersonal style and its manifestation incommunication and behaviour. (Proficiencies 1.11, 1.12, 2.2)

4. Appraise the value and relevance of self-awareness to engage in and take responsibility forpersonal and professional development. (Proficiencies 4.1, 4.4, 4.5, 5.13, 5.19)

5. Recognise the importance of practising in a non-discriminatory, culturally sensitive way and evaluate how personal and societal values, attitudes and perceptions influence the establishment and maintenance of professional relationships in social care. (Proficiencies 1.8, 1.11, 1.12)

6. Determine and respond to factors which contribute towards or affectadversely, the relationship within the social care context. (Proficiencies 2.2, 5.8, 5.9, 5.11)