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ED2315 Tutorial One: Table Quiz

1. Name the key piece of legislation which governs education in Ireland?

2. Education Act 1998

3. Disability Act 2005

1. What is the EPSEN Act and when was it formulated? Education for Persons with Special Educational Needs (EPSEN) Act 2004

1. The Government Department which governs education in Ireland? Department of Education and Skills (DES)

1. The Government body which devises curriculum? National Council for Curriculum and Assessment

1. Name the body which provides in-service training to secondary teachers? Professional Development Service for Teachers (PDST)

1. Which body assesses the quality of education in Ireland? Department of Education and Skills – The Inspectorate

1. Who are the PE Inspectors for this region? Tony Weir

1. Which body looks gauges the personal, social and educational needs of pupils especially Special Needs Students? DES - National Educational Psychological Service (NEPS)

1. Which body coordinates the professionalism of teachers in Ireland? The Teaching Council

1. Name the centre which targets talented children? Centre for Talented Youth Ireland (www.giftedchildren.ie)/  Dublin City University

1. Where might you find information on delivery of Junior Cycle PE? www.JCPE.ie

1. Which body in the DES sets examinations? State Exams Commission (SEC)

1. What does the acronym NAPD stand for? What is the function of this group?

NAPD represents Principals and Deputy Principals at post-primary level.

The Association aims to provide a united voice nationally for Principals and Deputy Principals on issues of common concern.

1. What does the acronym SDP stand for? School Development Planning

1. In 1999, the Department of Health and Children published a crucial document outlining guidelines regarding child protection policy the welfare and protection of children.  Name this document? Children First – National Guidelines for the Protection and Welfare of Children

1. What is the name of the national professional association of PE teachers? Physical Education Association of Ireland

1. Who is the current president of this association? Mr. Tony McSweeney

1. Who is the current student representative of this association? Eoghan Croghan and James Forde

1. Where will the AIESEP conference be held in 2019? Adlephi NewYork

1. Name three teacher unions? Association of Secondary Teachers of Ireland (ASTI), Teachers Union of Ireland (TUI) and Irish National Teachers Organisation (INTO)

1. Name an international PE research journal?

1. Journal of Teaching Physical Education (JTPE)

2. Sport Education and Society (SES)

3. European Physical Education Review (EPER)

4. Physical Education and Sport Pedagogy (PESP)

1. Name the four new PE curricula in Second Level?

1. What are the seven strands in the 2003 JCPE programme? Adventure activities, Aquatics, Athletics, Dance, Games, Gymnastics, Health Related Activities

1. What are the two ways in which PE can be delivered at Junior Cycle: 2003 (Appendix I) or Short Course

1. What four subjects comprise Junior Cycle Wellbeing? SPHE, PE, CSPE and Guidance

1. What is the difference between Leaving Certificate PE and Senior Cycle PE? Examination versus non-examination

1. Name the 6 curriculum and instructional models in Senior Cycle PE. TPSR, Adventure Education, 🤬, Sports Education, Health Related Activity, TGFU

1. What is the breakdown of assessment in Leaving Certificate PE? PAP 20%; PA 30% and Written 50%

1. How many strands in the Primary PE programme? All of previous Six excluding HRA

1. What is the name of the Early Years Curriculum? Aistear

1. Who is the Minister for Education? Joe McHugh

1. What is the World Health Organisation daily physical activity recommendations for 5-18 year olds?

60 minutes of moderate- to vigorous-intensity physical activity each day that is developmentally appropriate and involves a variety of activities.

1. What agency offers counselling to teachers

Employee Assistance Service (EAS)

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http://activeschoolflag.ie/wp-content/uploads/2015/08/Junior-Cycle-PE-Syllabus.pdf
Physical Education Short Course
https://ucc-ie.blackboard.com/bbcswebdav/pid-1790145-dt-content-rid-3047522_1/courses/2019-ED2318/NCCA-JC-Short-Course-PE%281%29.pdf
Wellbeing Guidelines for Junior Cycle
https://ucc-ie.blackboard.com/bbcswebdav/pid-1790145-dt-content-rid-4122516_1/courses/2019-ED2318/wellbeingguidelines_forjunior_cycle.pdf

-All of these documents were used to create and structure my Physical Education Short Course for Junior Cycle students.

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https://ucc-ie.blackboard.com/bbcswebdav/pid-1790180-dt-content-rid-3047600_1/courses/2019-ED2318/Eight%20Key-skills-posters_Eng-_June2015%281%29.pdf
- Here we see the key skills that are targeted in the junior cycle and the breakdown and examples of what the students should be able to do. These skills should be targeted and implemented throughout the short course and in each individual lesson.

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We had Jerry McCarthy come in to the lecture and go through numeracy with us and the importance of it as well. Numeracy and literacy are to be implemented into every subject and the students should be inspired to improve their numeracy and literacy skills in all of the lessons. That is why the short course has numeracy and literacy as two of their eight key skills.

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2014 McCarthy Jerry Numeracy (and Literacy) 

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Bridging from the previous point after discussing numeracy, we took a further look into literacy. We find out what literacy is and how literacy links into

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I went on placement in St. Mary's Secondary School, Macroom, Cork. It was an all girls school with 310 students currently. The school was of a Catholic ethos as it was built in an old convent and was originally run by nuns at the time. There are currently twenty teachers employed there, one secretary, a care-taker and the principal. They are not currently doing the new leaving certificate PE but they are doing the junior cert short course. They had great facilities for PE. They had a huge sports hall and a store room filled with a variety of equipment. They also had access to the local GAA and soccer pitches if needed.

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A quote from the Department of Education and Skills states that: "Section 2 of the Education for Persons with Special Educational Needs (EPSEN) Act 2004 requires that:

“A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with:

The best interests of the child as determined in accordance with any assessment carried out under this Act

The effective provision of education for children with whom the child is to be educated.”

In general, educational provision for children with special needs is made:

In special schools;

In special classes attached to ordinary schools;

In integrated settings in mainstream classes."

This is important to consider while making any type of shortcourse.

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The Department of Education and Skills (DES) provides for the education of children with special education needs through a number of support mechanisms depending on the child's assessed disability.

Section 2 of the Education for Persons with Special Educational Needs (EPSEN) Act 2004 requires that:

"A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with:

The best interests of the child as determined in accordance with any assessment carried out under this Act

The effective provision of education for children with whom the child is to be educated."

In general, educational provision for children with special needs is made:

In special schools;

In special classes attached to ordinary schools;

In integrated settings in mainstream classes.

The nature and level of the educational response is based on the child's professionally-assessed disability. The Department's policy is to achieve as much integration as possible, as envisaged in Section 2 of the EPSEN Act. Where placement in an integrated setting is considered to be the appropriate response, provision will normally take the form of resource teaching or special needs assistant support, or both, depending on the pupil's assessed level of need.

While the DES' policy is to ensure the maximum possible integration of children with special needs into ordinary mainstream schools, students who have been assessed as having special educational needs have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes/units attached to ordinary schools, to placement on an integrated basis in ordinary schools with supports.

Children with more severe levels of disability may require placement in a special school or special class attached to a mainstream primary school. Each such facility is dedicated to a particular disability group and each operates at a specially reduced pupil teacher ratio. Pupils attending these facilities attract special rates of capitation funding and are entitled to avail of the special school transport service and the school bus escort service.

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The Department of Education and Skills (DES) provides for the education of children with special education needs through a number of support mechanisms depending on the child's assessed disability.