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Dann, R. (2012). Promoting Assessment as Learning: Improving the learning process. Routledge.

Gregory, G. (2010). What Principals Need To Know About Differentiated Instruction. Solution Trees Press.

Hellison, D. (2011). Teaching Personal and Social Responsibility through Physical Activity. 3rd ed. Champaign, IL: Human Kinetics

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Bibliography

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Assessment

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Write down anything that you have learned during this scheme

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Write down anything that you remember from the previous lesson.

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Lesson 6 - Jumps                                                                                                                                                                                                                                                                        Learning Wall

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Write down anything that you have learned today

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Write down anything that you remember from the previous lesson.

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Lesson 5 - Back Crawl                                                                                                                                                                                                                                                                                  Learning Wall

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Write down anything that you have learned today

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Write down anything that you remember from the previous lesson.

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Lesson 4 - Front Crawl                                                                                                                                                                                                                                                                          Learning Wall

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Write down anything that you have learned today

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Write down anything anything that you have learned today

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Write down anything that you remember from the previous lesson.

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Lesson 3 - Breathing & Sculling Techniques                                                                                                                                                                                                                                                                      Learning Wall

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Write down anything that you remember from the previous lesson.

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Lesson 2 - Treading water & streamlining                                                                                                                                                                                                                                                                                                      Learning Wall

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Write down anything that you learned today.

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Write down anything that you know about aquatics

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Lesson 1 - Introduction to aquatics                                                                                                                                                                                                                                                                   Learning Wall

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●       Swimming pool

●       Whistle

●       Floaters

●       Whiteboard and Markers

●       Learning Wall Posters

●       Exit Card

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Learners will be able to:

• Demonstrate confidence and co-operation in the application of effort in the water

• Notice the benefit that exercise has on their bodies over the 5 weeks both in a physiological and a psychological domain.

• Make decisions concerning safety whilst in the water

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Learning Outcomes                                                                                                                                                                                                                                          Resources

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1. Being Creative:

Students will need to explore options and alternatives in order to improve their strategy in both solo/pair and groups tasks.

2. Communicating:

Students will have to listen to their peers and express their ideas in order to develop an effective performance while remaining respectful to others.

3. Managing information and thinking:

Students will have to gather, record, organise and evaluate information given by the teacher about how to perform a certain skill and apply it to their own development

4. Managing myself:

Students will set a personal goal for the scheme. Students will plan to achieve these goals and reflect on the process and product.

5. Staying well

Students will be encouraged to engage in physical activity and will learn strategies to support regular participation

6. Working with others:

Students will have to cooperate with their peers to achieve common and challenging goals.

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Digital identity and well-being: Be safe on the internet (other key skills)
ICT proficiency: Everyone getting a turn and practice.
Information, data, and media literacies: Tournament schedule
Digital creation innovation and scholarship: Performance analysis
Digital learning and development: Performance analysis
Communication collaboration and participation: Performance analysis

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· Gain an understanding of spatial awareness when working with others in a court area, to position themselves correctly (work effectively as a team).
· Gain an understanding of spatial awareness when executing defence or attacking skills.
· Measure and record their performance in the Spike-ball game and activities using a score system (see resources/tournament).

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· Learning the key words and phrases associated with Gaelic Football.
· Communicating with one another during the activities (about strategy/skills/team identity etc.).
· Reading instructions about their role in the team and the activities they must carry out (at the beginning of class).
· Discussing, reading and writing with their peers about their activities and reflecting on their performance (Edmodo: end of class)

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Literacy skills targeted                                                                                                                          Numeracy skills targeted                                                                                                                            Digital skills targeted                                                                                            Key skills targeted

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Throwing http://www.sportnz.org.nz/managing-sport/search-for-a-resource/guides/fundamental-movement-skills : see Manipulative Skills: Throwing. * Catching https://youtu.be/EPi7KFwwiJI?list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq (If water polo is introduced in the final week, if behaviour permits).

Turning

Twisting

Transferring weight

Stretching https://www.myactivesg.com/start-out/children-youth/guide-for-parents/fundamental-movement-skills/stability-skills

Balance http://ccea.org.uk/curriculum/foundation_stage/areas_learning/physical_development_movement :see balance

Jumping

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

Wellbeing is a relatively new area of learning that is being introduced into schools. All across Ireland. “This 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, 217, p 8).

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible

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Well-being                                                                                                                                                                                                                                                         Fundamental Movement Skills Targeted

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Following Hellison’s 2011 protocol, each class will begin with relational time, assessing student wellbeing and readiness for activity/enhanced responsibility, followed by awareness talks, which discuss “the personal and social goals” we aim to build on during the lesson e.g. working on support and cooperation with classmates through lay-up practice, the students are expected to accept these social goals (i.e. the levels) intended to be achieved in the lesson. Each week, students are expected to graduate another level. There will be flexibility in how they attain goals in each lesson. The teacher-student dynamic is quite different in this model, for students to become more responsible, one must give them opportunities to show it. This includes giving students choice with regards to content and structure (how they warm-up, do they want to develop skills in isolation, in teams, pairs etc, do they want a competitive or cooperative game structure or would they like to participate as coach etc.). Students will show personal growth through participation, becoming accepting of others’ abilities, and pursuing to help them: “Being part… means cooperation, but also respect and caring; that is, social responsibility”. I will accede some control to students in order to boost their involvement, a greater level of choice is proven to elicit both improved creativity and motivation: “practice… in different ways, and maintain interest”  This level of freedom echoes elements of curriculum as Praxis, while it staunchly embodies Etienne Wenger’s work on Communities of Practice with teachers occupying a less formal role acting as a facilitator: “learning becomes an informal and dynamic social structure among the participants”. The ultimate aim for students is to attain Level V, where students take their responsibility beyond the realm of PE, in both level IV and V, students must demonstrate “Horizontal accountability, associated with engagement in joint activities, negotiation of mutual relevance… peer recognition, identity and reputation, and commitment to collective learning”. Within the lesson, the teacher will be keen to model correct attitude. Similarly, positive “reinforcement... by the teacher that strengthens a [level-related] attitude or behavior of an individual student” will be imperative throughout activities.   Following the participatory phase of the lesson (developments/Game-play), students will gather for a discussion about their participation, did they give honesty of effort, did they look to take responsibility for their intentions and actions…extend their sense of responsibility by cooperating, giving support”

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Rationale for Aquatics                                                                                                                                                                                                               Organisation of Learning Experience

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Prior Knowledge:

Learners have taken part in a 5 week soccer scheme & 5 week HRA scheme where the skills of running, balance and agility were addressed. Students have a foundational knowledge in aquatics and a select number of students are members of the local swimming club.

Prior Skills

The students demonstrated an average to low quality of FMS throughout the previous schemes, whereby students were able to demonstrate the skills of running, throwing and jumping at a basic level but struggle with balance and coordination.

Prior Attitudes:

Students demonstrated a desire to take part in physical education throughout the previous schemes, with very few students not taking part in any lesson thus far apart from injuries or genuine excuses. I expect the students will be engaged in this scheme as there is a large competitive side to it.

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Class Profile                                                                                                                                                                                                               Prior knowledge, skill & attitudes

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Rationale for selection of instructional model

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Rationale for selection of instructional model

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It will be tremendous in reducing attitude levels I have at present by fostering and developing individual student accountability. It is also apropos for fulfilling guidelines as specified by the NCCA. The similarity between the rationale of JC PE and Don Hellison’s outlying vision indicate a glaring need and requirement to incorporate such methods into our classroom: “Contribute to the physical, mental and social wellbeing of learners, and where possible…assist them in meeting the challenges of life beyond school.” , which Hellison mentions: “needed more than motor skills, games, and fitness education; they need personal and social values…that will help them navigate through the myriad of social problems that infuse their lives”. This model will move students from the initial irresponsible stage, to true cooperation and working with others. Students should ultimately be capable of taking command of gameplay, self-refereeing and managing games; “without having to abrogate responsibility”. This is the epitome of their learning journey, as students exhibit a high level of maturity and capacity for helping others “the first time the individual learner initiates the behaviour… can be both exhilarating and humbling”. The new learning area for students known as Wellbeing notes similarly notes the need to boost responsibility among students, however one of its core edicts regarding respect admirably links with Hellison’s concept of relational time. For relational time, “the teacher had constant contact with the students to foster their confidence.. at the beginning of each lesson, the teacher highlighted the personal and social goals” Constant support will be pivotal to assisting students wellbeing, combating their “negative feelings of low self-worth” and providing them with the ample support to assume a greater level of responsibility as weeks progress. I think it is fitting to utilise this model with games as both competitive and practice scenarios used within TPSR will allow players to demonstrate improved signs of moral character and behaviour. Games have “an important role in teaching behaviors consonant with moral character” providing for ample leadership opportunities for students.

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Teaching Personal & Social Responsibility