Physical Education

[Pages:36]Physical Education

Framework

SENIOR CYCLE

Contents

Senior cycle

4

Senior cycle physical education

8

Introduction

8

SCPE and wellbeing

9

Aim and objectives

9

Inclusion

10

Related learning

10

Physical education and lifelong learning

11

The framework

12

Structure

12

Which physical activities?

15

Time allocation

15

Key skills in senior cycle

16

Teaching and learning in SCPE

17

Curriculum models

18

Health-related physical activity

18

Sport education

20

Contemporary issues in physical activity

22

Adventure education

24

Personal and social responsibility

26

Teaching games for understanding

28

Assessment

30

Appendices

32

Appendix A: Management of portfolios

32

Appendix B: Sample items for inclusion in a portfolio

33

Appendix C: Item selection for showcase portfolio

34

References

34

1

Senior cycle

Learners in senior cycle are approaching the end of their time in school and are focusing on the directions they would like to take in their future lives. Senior cycle plays a vital role in helping learners to address their current needs as young adults and in preparing them for life in a changing economic and social context.

Senior cycle is founded on a commitment to educational achievement of the highest standard for all learners, commensurate with their individual abilities. To support learners as they shape their own future, there is an emphasis on the development of knowledge and deep understanding; on learners taking responsibility for their own learning; on the acquisition of key skills; and on the processes of learning. The broad curriculum, with some opportunities for specialisation, supports continuity from junior cycle and sets out to meet the needs of learners, some of whom have special educational needs, but who all share a wide range of learning interests, aptitudes and talents.

Curriculum components at senior cycle promote a balance between knowledge and skills, and the kinds of learning strategies needed to participate in and contribute to a changing world where the future is uncertain. For an overview of senior cycle, see Figure 1 on p. 7.

Assessment in senior cycle involves gathering, interpreting and using information about the processes and outcomes of learning. It takes different forms and is used for a variety of purposes. It is used to determine the appropriate route for learners through a differentiated curriculum, to identify specific areas of difficulty or strength for a given student and to test and certify achievement. Assessment supports and improves learning by helping learners and teachers to identify the next steps in the teaching and learning process.

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Physical Education Senior cycle

The experience of senior cycle

The vision of senior cycle education sees the learner at the centre of the educational experience. That experience will enable learners to be resourceful, to be confident, to participate actively in society, and to build an interest in learning throughout their future lives.

This vision of the learner (Figure 2 on p. 8) is underpinned by the values and principles on which the senior cycle curriculum is built. The curriculum, including subjects and courses, embedded key skills, clearly expressed learning outcomes, and diverse approaches to assessment is the vehicle through which the vision becomes a reality for the learner.

At a practical level, the provision of a high quality educational experience in senior cycle is supported by

effective curriculum planning, development, organisation and evaluation

teaching and learning approaches that motivate and interest learners, that enable them to progress, deepen and apply their learning, and that develop their capacity to reflect on their learning

professional development for teachers and school management that enables them to lead curriculum development and change in their schools

a school culture that respects learners, that encourages them to take responsibility for their own learning over time, and that promotes a love of learning.

Physical Education Senior Cycle

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Figure 1: Overview of senior cycle

d LearTnHinEgSENIORPRCIYNCCLIEPLCEUSRRICULUM

Plan

VALUES

Teaching an Culture

ning Teacher Professio

LEARNERS resourceful, confident,

engaged and active

nal Development

School

THE SENIOR CYCLE CURRICULUM

learning outcomes key skills subjects short courses transition units assessment certification guidance

PRINCIPLES

quality inclusive education continuity choice and flexibility participation, relevance and enjoyment well-being creativity and innovation lifelong learning

VALUES

human dignity and respect equality and inclusion justice and fairness freedom and democracy

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Physical Education Senior cycle

Figure 2: The vision of the learner

RESOURCEFUL

they show their imagination, intelligence, intuition and other talents through curiosity enquiry open-mindedness reflection connecting learning innovation problem solving creativity

CONFIDENT

they develop their physical and mental well-being and become self-aware have high self-efficacy engage with ethics, values and beliefs welcome opportunities can cope with setbacks can effect positive change

LEARNERS

ENGAGED

they participate in the social, community, national and international dimensions of their lives by

showing respect for others

forming and sustaining caring relationships

resourceful, confident, engaged and active

ACTIVE LEARNERS

they pursue excellence in learning to the best of their ability and develop a love of learning by

seeking and using knowledge, and understanding how knowledge is created

making informed decisions building practical know-how

experiencing passion for, rigour in and commitment to learning

taking interest in and responsibility for their social and physical environment

developing moral/ethical and political understanding

making lifestyle choices that are sustainable

contributing to their own material wellbeing and the material wellbeing of society

developing intellectual and critical thinking skills

exercising autonomy and independence in learning

managing their learning and making learning choices

setting and achieving learning goals

pursuing learning qualifications

Physical Education Senior Cycle

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2

Senior cycle physical education

Introduction

Physical education is an integral part of young people's education in senior cycle. As a result of their learning in physical education, young people can increase their enjoyment, confidence and competence in a range of physical activities. They can learn about health-related fitness and to take responsibility for being physically active now and in the future. Overall, they can develop positive attitudes to physical activity and its importance in a healthy and fulfilling lifestyle.

As part of senior cycle education, it is envisaged that physical education will be available in two forms. Leaving Certificate Physical Education as a subject which will be assessed as part of the Leaving Certificate examinations is under development. The senior cycle physical education (SCPE) framework has a different purpose and focus. It provides a flexible planning tool for physical education for all students in senior cycle and will not be assessed as part of the Leaving Certificate examination.

Young people in this group bring a wide variety of skills, talents and levels of motivation to their learning in physical education. They are represented at all points of the physical activity continuum. Some young people are regularly active and/or participate at a very high level of performance. However, there are others who are not meeting the physical activity recommendations for young people (Centers for Disease Control and Prevention [CDC], 2015).

Students' learning in physical education supports the overall vision of senior cycle education which is to develop students as resourceful, confident, engaged and active learners. Learners grow in confidence and competence as they acquire the knowledge, skills and attitudes necessary to enjoy and succeed in a variety of physical activities while in senior cycle and in their future lives. Physical activity, in its many forms, provides the medium through which students learn in, through and about physical education.

Learners can experience success in different ways in physical education. For some, the pursuit of excellence and the achievement of sporting goals will be the focus. For some, organising, leading and facilitating others to be physically active will be the measure of success. For others, including regular physical activity as part of a healthy lifestyle will represent a successful outcome.

The use of different curriculum models in conjunction with those physical activities selected by a class group and their teacher is at the heart of teaching and learning in SCPE. By using different curriculum models, learners can be encouraged not only to improve their performance in different physical activities but also to develop their understanding of the factors which impact on their personal performance and participation in physical activity.

Learners can be encouraged to undertake different roles and responsibilities, including leadership, coaching and officiating roles. They can learn to plan, organise, participate in and reflect on their experiences in physical activity. Students can learn about fair play, team work and how to relate to one another respectfully. As a result, they learn to be effective in the different competitive, creative and challenging situations that participation in physical activity continually offers them.

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Physical Education Senior cycle physical education

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