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Throughout the six weeks I will be placing an emphasis on formative assessment in many different forms. Throughout each class I will observe all the students as visual assessment. I will assess how they are grasping the activities and topics. I will try to give individual feedback to all of the students with regards to their application and execution of the tasks in question. I will also use verbal assessment in every class. This will be done at the beginning of every lesson at the learning wall initially, then when I introduce a new topic or area of HRA, and again at the end of the class at the learning wall. I will verbally assess students by asking them questions to gain insight into whether they understand the information, or whether they need further aspects broken down or explained. Throughout this unit of work I will also facilitate students to participate in peer assessment through different tasks and activities by for example, providing students with task cards. This will provide students with clear criteria to check their progress over the course of the six weeks. In addition to the formative assessment methods mentioned students will also complete a self-assessment sheet in the last class in which they will answer questions about HRA, what they liked and what they disliked about this unit. This will act as a form of summative assessment.

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·       Eshet-Alkalai, Y. (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, p. 93-106

·       Keller, F.S. (1974). Ten years of personalized instruction. Teaching of Psychology

·       Luttrell, S. & Chambers, F.C. (2013). Senior Cycle Physical Education Curriulum and Instructional Models. Pathways for Teacher Implementation. Dublin: ePrint Limited.

·       Metzler, M. (2000). Instructional models for physical education. Boston, MA: Allyn and Bacon.

·       National Council for Curriculum and Assessment (NCCA) (2016). Short Course Physical Education. Retrieved on January 17th, 2019, from: https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf

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Throughout the six weeks, the learners will encounter a number of various Fundamental Movement Skills -some that they already use in their daily lives and some that will be new for certain pupils. For example: Running, jumping, skipping, twisting, turning, transfer of weight and more.

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Why do kids need Fundamental Movement Skills?

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Wellbeing as an area of learning "will make the school's culture and ethos and commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental , emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community" (NCCA, 2017, P.8. As physical education is a major component of Wellbeing in post-primary schools, we as physical educators must do our best to foster this ethos where possible.

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"Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity"

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"Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity"

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ERIC - Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity, Physical Educator, 2015

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In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI).

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Personal and Social Responsibility lesson plans

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Classes for the most part will adopt the normal routine which the students are used to and have implemented over other modules and schemes. This includes the initial routine of roll call, introduction to class focus and commencement of physical activity and learning. This six-week block will take place between the school hall and the school yard when necessary, which are both located within the school grounds. The students will assume a large amount of the responsibility in regard to setting up the equipment under the guidance of the teacher. This module will be taught through the development of the students learning in terms of HRA and students recognising responsibility for their own progression is paramount. Students will track their progress each week in their logbooks which further enhance the idea of lifelong learning as these can be taken home with the students at the end of the module. At the end of each lesson, students will be encouraged to reflect on the activities of the lesson and to evaluate their own input into the lesson. Reflection will scaffold the learning progression of the students and provide the building blocks for comprehension to ensure the students are benefiting from the practice. The different types of HRA that the students will be involved in over the next number of weeks will include yoga, circuits, gym work and also aerobics. This will keep the students interested and engaged throughout the six-week programme.

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The PSI model was originally designed by Dr. Fred Keller in the early 1960s to replace traditional lecturing and incorporate an independent, modular approach to learning (Keller, 1968). PSI in physical education has the potential to increase physical activity, skill and knowledge simultaneously and this is one of the primary reasons why I have chosen it for this module. I feel that while students can achieve great health benefits and high levels of physical activity in many sports, HRA is a module where pupils are exposed to a variety of activities and I would like students to show some level of competency and so self-pacing is important for this module. Self-pacing allows students to work at their own speed, or as Metzler (2000) states, as fast as they want or as slow as they need. It is also important to get students active throughout second year so hopefully they will carry this through to third year where they will use exercise to relieve some of the stress they may be feeling as a result of the junior cert. By delivering this topic it will allow me to promote the importance of physical activity and encourage students to meet their guideline daily requirements of 60 minutes of moderate to vigorous activity a day. According to the 2010 Children’s Sport Participation and Physical Activity study (CSPPA) ‘only
12% of adolescents met the current physical activity guidelines of 60 min of
MVPA (moderate to vigorous physical activity) daily’. The CSPPA study also stated that ‘Girls were less likely than boys to meet the
physical activity recommendations’-which
I must bear in mind as I observe my own pupils.

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Learning wall posters

Cones

Whistle

Stop Watch

Soccer balls

Yoga matts

Bibs

Assessment sheets

Activity sheets

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· Numeracy
-Students will keep different scores and statistics
-Calculating their heart rate
-Take various measurements when assessing their fitness.
-Using a rating scaling to calculate their rate of perceived exertion.
-Performing exercises under timed-conditions and regularly informing their class mates of how much time is left e.g. pair work
-Comparing results to national averages and ideal scores.

Literacy skills:

·-Students will learn the key words and phrases associated with HRA,
e.g. components of fitness

-Students will read the key words and principles from the learning
wall
-Read from task cards

-Peer and self-assessment sheets

Students shall improve their digital literacy skills in a number of ways, for example by using an app called ‘Imuscle’ to learn of specific muscles groups, for example the muscles of the core. However, they will be reminded of safety when using technology and shall only use school devices. “In light of the rapid and continual development of digital technology, individuals are required to use a growing variety of technical, cognitive and sociological skills in order to perform tasks and solve problems in digital environments” (Eshet-Alkalai, 2004).

"Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them" (The New Zealand Curriculum, 2016).

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Managing myself: Setting and achieving personal goals, being able to reflect on my own learning and progress

Staying Well: Being healthy, physical and active ,being social ,being confident, being positive about learning

Communicating: Listening and expressing myself

Working with others: co-operating and learning with others.

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Learners Level of Knowledge, Skills and Attitudes:

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Learners Level of Knowledge, Skills and Attitudes:

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Prior Knowledge: Learners have previously completed modules in gymnastics, basketball and team challenges.  Bearing this in mind I have designed this scheme of work in such a way so that as to reinforce and build on previous knowledge and also to advance the lessons in a manner which reflects the student’s prior knowledge.  This 6-week module will aim to give students a more in-depth and personal understanding of HRA than they might already have, while of course allowing them to progress at their own rate.

Prior Skills: Students should be capable of applying the fundamental movement skills that they developed through their participation in their previous units to this module in a productive manner.  There are varying levels of ability in the class in terms of balance, strength and coordination, so it is important to keep all students adequately challenged.

Prior Attitudes:  This class of learners are both enthusiastic and energetic towards the PE lesson, with very few requiring extra motivation to participate. They work very well together as a group and support each other; however, there is varying ability which can sometimes split the group.

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Learners will be able to:

1.2 apply principles of training within a personalised

physical activity programme (minimum duration of six

weeks) designed to improve their health-related and/or

performance-related fitness, documenting their progress

1.3 evaluate their engagement and progress in the

programme, providing evidence of progress made and

identifying ways they can further develop

1.4 use a range of measurement techniques to monitor and

analyse physical activity levels across a sustained period

of time

1.5 identify a range of strategies to support ongoing

participation in health-related physical activity

1.6 lead physical activities that young people find enjoyable

and can undertake to achieve the minimum physical

activity recommendations for health (NCCA, 2016).

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" Setting goals for your game is an art. The trick is in setting them at the right level neither too low nor too high" -Greg Norman, golf