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Adventure Activities Scheme of Work - Sept 4th - Oct 9th

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Adventure Activities Scheme of Work - Sept 4th - Oct 9th

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Subject - PE
Topic - Adventure Activities

No. of Learners - 22
Gender - Mixed

Year - 3rd
Average Age - 14-16

No. of Lessons - 6
Duration of Lessons - 60 mins

Specific Pupil Needs -
- ADHD, ODD & Dyslexia
- DCD
- Mild General Learning Disabilities
- Dyslexia

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The students have a mixed attitude towards P.E. some students are highly interested and engage fully in the class while others have little interest at all. They work well in groups and demonstrate important affective skills like teamwork and cooperation. However, there are a select few students who vocally and kinaesthetically do not participate in the lessons. Therefore this module will seek to improve these students interaction levels. There are a small number of potentially disruptive students within this group, therefore it will be a challenge to ensure that these students cannot disrupt the running of the class and the learning ability of each student.  I aim to minimise discussion time and maximise activity time to avoid any disruption issues.

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In other schemes, the students have demonstrated good interpersonal and teamwork skills. They enjoyed the group activity element of lessons, therefore they should continue to enjoy it throughout this scheme.   The students have an appropriate level of physical literacy in the Fundamental Movement skills of running jumping, bending and turning. Some of the class have been introduced to concepts such as running, attacking, defending and teamwork in other sports both at primary and post primary school level as well as in their involvement in team sports outside of the school environment. This exposure to team sports will prove beneficial throughout this scheme

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The students have limited experience of Adventure Activities. The students will be familiar with working as part of a team and cooperating with their peers and it will be the teacher’s role to refine their skills and apply it in a variety of activities and tasks that will look to tackle the three domains equally; psychomotor, cognitive and affective.  Team work skills, communication skills, decision making skills and organisational skills are such elements which will prove useful and beneficial to the students during the completion of this scheme.

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Cooperative learning "will teach students responsibility by giving them the power to organize and operate their groups, to give each other feedback, and to collaborate on solutions to their problems (Dyson & Grineski, 2001)’. An initial introduction of the new scheme and the expectations of the class will take place at the beginning of the scheme. Key affective characteristics like teamwork and cooperation will be outlined to emphasise their importance i.n a PE setting.  The majority of the lessons will take place outside in order to capitalise on the abundance of space and also differentiate the difficulty level of courses.  Working in groups the students will develop their social skills and encourage and promote greater responsibility.  The students will be challenged to give critical feedback, and conduct warm up/cool down exercises, promoting independent thinking and student autonomy.

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Find local businesses, view maps and get driving directions in Google Maps.

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Welcome to Cork Orienteering Club If you are looking for a healthy, fun outdoor activity then why not try orienteering. Cork Orienteering Club organises and promotes the sport of orienteering in the Cork area, both City and County.

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Rationale for Selection of Adventure Activities

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Rationale for Selection of Adventure Activities

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There are several reasons for introducing Adventure Activities as a strand in the JCPE curriculum. Adventure activities  promotes  participation and cooperation which are valuable to a students development. The students will be exposed to collaborative problem solving and teamwork, thus encouraging the students to trust others and develop their communication skills. Adventure activities provides the students to develop both interpersonal and intrapersonal skills by way of independent thinking and working with others. Moreover, it can help to foster positive attitudes towards PE and physical activity. These points fall in line with the JCPE syllabus which states that "the aim of adventure activities is to challenge students by providing them with opportunities to develop personally and socially through adventure in a safe and enjoyable environment’’ (JCPE 2004).  This scheme, will incorporate a Cooperative Learning approach with the main focus being centered on orienteering and team challenges, challenging students to problem solve.

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This Adventure Activities scheme will be structured in the form of guided discovery and co-operative learning. Throughout the six week scheme, students will be engaged in reflective practice through exit cards, Q Discussions and active feedback. Each lesson will begin at the learning wall followed by two short warm up activities that will be relevant to the content within the main body of the lesson. Orienteering will provide focus of the scheme, therefore the main learning intention of each lesson will concentrate on orienteering courses and exercises that will be set to a level that will match student’s level of ability and experience.  Each lesson will finish with a Recap & Reflect session which will reaffirm what was learned in each day.  ‘’ Every effort should be made to ensure the student has an educational, enjoyable, safe and challenging experience. Activities undertaken should be of real educational value and should relate to the ages, aptitudes and abilities of all the children taking part.’’ (JCPE, 200).

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Rationale for Selection of Instructional Model - Adventure Education

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Rationale for Selection of Instructional Model - Adventure Education

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"In city and urban areas children 'find' themselves all too rarely in the country.  Their sentient selves are got at only through the artefacts of their environment.  The gymnasium, athletic tracks and swimming pools are ameliorators of our synthetic living, but they are not the same as rocks, rivers and trees" (Arnold, 1970).

During consideration of what instructional model to choose, I took into account the strengths, interests, abilities and weaknesses of my 3rd Year group. From my experience with them, I feel they respond very well to group and team work. They are a tightknit group who get on very well together, therefore I decided to include the Adventure Education instructional model to both engage the students and challenge them through a form of activity they enjoy. Luttrell & Chambers (2013) state how Adventure Education is "characterised by trust, challenge with choice, self-confidence, co-operation, respect, discovery, problem-solving, enjoyment, challenge and taking appropriate risks". Involving each of these elements mentioned above within a single scheme enables the students to develop lifelong skills in an enjoyable, engaging and interactive environment. "Adventure Education involves activities that encourage holistic student involvement (physical, cognitve, social and emotional) in a task that involves challenges and an uncertainty of the final outcome" (Dyson &Brown, 2005). Throughout each of the strands to date, I found that this group required as much activity time as possible, while minimizing discussion time. Too much discussion led to disruption and distraction, therefore, introducing an activity which engages the students in experiential learning while encouraging peer interaction, enables the students to possess more responsibility in each lesson and it removes the focus from the teacher, creating a student-centred learning environment.  I feel that implementing a Sports Education model through Basketball will assist in achieving this.  This scheme will focus on the Orienteering and Team Challenges area of Adventure Education.  Celebi & Ozen (2004) declare how "adventure education experiences such as orienteering have long been suggested to foster qualities such as initiative,  perserverance, determination, self-restraint, co-operation and resourcefulness".  As 15 year old's, I feel these are extremely important qualities to develop.  By implementing an adventure education I am assisting the students through their development and progression to become rounded and mature adults, while also being mindful of ensuring this journey is as enjoyable as possible.

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The students will assessed using Showbie, an educational app which makes students assessment easier

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From assignments to collaboration, Showbie helps you bring your classroom together in one simple, easy to use app.

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SVP Grade 5 - PE Cooperative Games Activities

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Students are going to explore the related concept of "access". They learned about cooperative games. Identify individual strengths that can be contributed to shared goals.