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Literacy
"Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media" (DES, 2011, p.8).

- Learners will become aware of the key vocabulary that is involved in dance such as choreographer, dancer, canon, unison etc.
- Non-participant activities will also help to develop the learners' literacy skills

Numeracy
"Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings" (DES, 2011, p.8).

- Learners will become aware of their area of movement
- They will also become aware of using movements in canon and in unison, mirroring and matching

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DES. (2011). Literacy and numeracy for learning and life: The national strategy to improve literacy and numeracy among children and young people 2011 - 2020. Dublin: Department of Education and Skills.

Escartí, A., Pascual, C., Gutiérrez, M., Marín, D., Martínez, M., & Tarín, S. (2012). Applying the teaching personal and social responsibility model (tpsr) in spanish schools context: Lesson learned. Agoro for PE and Sport. 14(2). pp.179-196.

Filiz, B. (2017). Applying the TPSR model in middle school physical education. Journal of Physical Education, Recreation & Dance. 88(4). pp.50-52.

Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.

Hellison, D. (2003). Teaching responsibility through physical activity. (2nd Ed.) Champaign, IL: Human Kinetics.

Hellison, D. (2009). Teaching for personal and social responsibility. Physical Education Association of Ireland Conference, Tralee.

Lund, J. & Tannehill, D. (2010). Standards-based physical education curriculum development. (2nd Ed.). Massachusetts: Jones & Bartlett Publishers.

Luttrell, S. & Chambers, F.C. (2013). Senior cycle physical education curriculum and instructional models: Pathways for teacher implementation. Dublin: eprint.ie Ltd.

NCCA. (2009). Senior cycle: Key skills framework. Dublin: NCCA.

NCCA. (2017). Physical education framework: Senior cycle. Dublin: NCCA.

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To help the learners to develop their digital fluency within this unit of work I will be encouraging the learners to use the internet to research their dance and to help them to develop a dance performance.

As well as using the internet to help the learners to develop their dance performance, I will also encourage the students to make use of video recordings to help them to improve their performance each week. By videoing the performance the learners will be able to see where they need to improve and where they need to change any movements to make the performance more fluid.

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One method of assessment that I will employ with the students is that I will assess the levels at which they feel they are at with what levels I think are best suited to them. This will show me if the students are becoming more responsible both personally and socially. As we are developing social and personal responsibility in this unit of work, I don't think that it is appropriate to be assessing the students in a summative way. Developing social and personal responsibility is not something that is summative, it is something that must be continually developed over the lifespan and I think that Lund & Tannehill describe this in a very effective way, "to grade on a construct such as responsibility defeats the purpose of teaching it" (2010, p.181). In this regard, the way that I will assess the students is that they will use thumbs up / thumbs down / thumbs in the middle with the statements at each of the totem pole levels to see where they are. Students will have to agree with all of the statements at a particular totem pole before they can move up a level.

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(Luttrell & Chambers, 2013)

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The TPSR model was developed by Don Hellison in 1995 to work with youth who were under served. Hellison's idea of the model is that it encouraged children to adopt higher values.  "The core assertion of the model is that students, in order to thrive in their social environments, have to learn to be responsible for themselves and others, incorporating strategies that allow them to exert control over their lives" (Escartí et al., 2012, p.180).

The model works through 6 levels of responsibility ranging from Level 0 - Irresponsible to Level V - Transfer (outside of the school setting). Students become responsible for selecting which level they are at based on the descriptors for each level which will be posted on the learning wall.

The TPSR Model consists of core values which are Human Decency, Holistic Development and Process is Product (Hellison, 2009).

Within the TPSR Model there are four themes as identified by Hellison in 2003. The themes that he has identified are:
1. Student Empowerment
2. Integration
3. Teacher-Student Relationships
4. Transfer

Much of the assessment of the TPSR Model comes through the form of self assessment and self reflection. I think that this is a very effective way to see if the students are placing themselves at the correct point in the levels and it then gives the teacher a reference point to work off of.

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I have decided to implement the Teaching Personal and Social Responsibility (TPSR) model in my teaching of Dance to the students. I believe that this model will benefit the students in acquisition of key skills that will benefit them as they move towards life outside of school and into the real world. Some of the students can be irresponsible and it is hoped that by completing this module with the students that it will both help them to become participants in physical activity but also people that are caring when they leave the school environs. The TPSR model "aims to teach life skills through the medium of physical education. Developing personal and social responsibility is a central part of the education process and this model recognizes the unique contribution that physical education can  make in this area" (NCCA, 2017, p.27). Because the model asks the students to adopt higher values, I believe that this will be the best model to use to teach the students through. Studies have found that students respond positively to the TPSR model and improve their communication skills with teachers, "the students also recognized the importance of language as they communicated respectfully with the teacher and treated one another kindly" (Filiz, 2017, p.52).

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Take from the Senior Cycle PE Framework P.28.

1. negotiate the goals for physical education class
2. express their opinions and suggestions clearly and respectfully
3. resolve differences in a peaceful and respectful manner
4. progress individual and group goals for effort and participation in the selected physical activities
5. demonstrate the ability to take responsibility for their behaviour, commitment and progress in physical education class
6. set realistic and challenging goals for achievement in physical activity
7. lead different classroom activities such as warm-ups, practices and small-sided games/performances
8. reflect on their progress, including planning next steps
9. participate in physical activity in an inclusive way, being mindful of the needs and feelings of others
10. demonstrate qualities of effective leadership as they undertake leadership roles in the organisation of, and participation in, physical activity
11. demonstrate an ability to act responsibly when unsupervised
12. plan to participate in physical activity outside of physical education class
13. apply their learning about taking personal and social responsibility beyond physical education class

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Task Cards
Learning Wall
Responsibility Level Totem Poles
Music
Mats
Hall

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"Learning in senior cycle physical education is designed to ensure that students appreciate the importance of physical activity not only for their physical wellbeing but also their social and psychological wellbeing" (NCCA, 2017, p.9). I believe that is important that we are mindful of the learners' wellbeing in PE, especially as they move towards undertaking their Leaving Certificate. Although some of the students that I teach are only in Transition Year and the worry of the Leaving Certificate isn't currently on their horizons, I feel that it is important that we encourage their wellbeing at this early stage as it will encourage the learners to continue to stay involved in physical education as they progress towards their Leaving Certificate. In my class group I also have 11 students that are completing the Leaving Cert Applied and they are currently in their first year of the programme. I believe that it is essential to keep their wellbeing high as it will encourage them to keep engaging with the programme and to help them to achieve during the programme.

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"The ability to think critically and creatively, innovate and adapt to change, to work independently and in a team, and to be a reflective learner are prerequisites for life and for the workplace in the 21st century" (NCCA, 2009, p.2).

By incorporating the key skills into our classrooms and our lessons, it helps the learners to become more responsible for their own learning and in turn it will decrease the dependency of the learners on the teacher.

Information Processing
Learners will be processing information as the teacher gives them tasks to perform throughout the unit of work. Learners will also have to process the information that their fellow learners are communicating to them.

Communicating
Learners will develop the skill of communicating as they communicate with their fellow learners that are in their group and as they communicate with the teacher. Not only will they be communicating through oral communication, they will also be communicating through their movements in dance.

Critical and Creative Thinking
Learners will have to be critical and creative as they strive to create a dance performance that is full of imagination and creativity

Working with Others
Learners will be working with others throughout the unit of work. They will be working with others as the discover methods and movements of dance. They will also be working with each other as they will be creating a dance performance

Being Personally Effective
Learners will  have to be personally effective as they work through different problems and activities as set out by the teacher for the lesson.

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Walking
Running
Hopping
Skipping
Galloping
Turning
Twisting
Rolling
Balancing
Transferring Weight
Jumping and Landing
Stretching
Curling

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Kids at Play - summary of teaching fundamental movement skills

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As with any other lesson, the class will begin with the learners entering the PE hall and their roll call will be taken. At this point any housekeeping that has to be dealt with will be done. This will include the students informing me whether they have the correct kit with them or not and if necessary filling out notes for the students. If there are any notes that were sent out in the previous lesson I will also check them to ensure that they have been signed by the parents.
Once this has been completed the students will go to the changing rooms and they will change into their PE gear. As the learners re-enter the PE hall I will check to ensure that shoes are tied properly and that all jewellery has been removed.
The lesson itself will begin with a brief discussion, the first lesson of the unit of work will outline the Instructional Model that has been chosen. Each lesson will comprise of a warm up, a main body, a cool down and a conclusion.

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I have chosen to complete a unit of work in dance as at the beginning of the year this was what we decided upon for the Transition Year and LCA students. It also ties in with the senior cycle PE framework as it can be completed using the Instructional Models . Even though this is something that was decided at the beginning of the year, I feel that this is a unit of work that will benefit my students and it is something that will challenge them in a positive way and will help them to develop their skills as they will be working with other people throughout the scheme, in this regard it is likely that the students will have to overcome differences as they work towards a culminating event.

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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
At this point of the year the learners have completed a module in Sport Education where they were the coaches in the lessons. They have also completed a module in Physical Activity for Health and Fitness that incorporated the key assignments for the LCA students in the class.

Prior Skills
This group of learners have experienced a dance module when they were at Junior Cycle level. Therefore the learners will have developed some basic skills that are required for them to take part in Dance.

Prior Attitudes
The learners in this group generally have a very good attitude towards the PE class. They are very motivated and I have had them asking me in the corridors what they will be doing for PE that particular week. However, when it came to completing the key assignments for LCA, I found that the LCA students began to lack motivation as they didn't feel that they should be writing when they are in PE.

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Subject: Physical Education
Topic: Dance
No. of Learners: 16
Gender: Mixed
Average Age: 15/16 years
Year: LCA 1 + TY
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: 2 students with ASD