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“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, 2014)
IT is becoming more and more a part of the students' lives. The students' digital literacy will be improved via the use of video and powerpoint. The students will use video and see how you can manipulate videos to slow them down and focus on specific aspects of the technique they are working on. It will be very useful for PSI as the students can use the video to work on their own performance and see what they need to be able to move on to the next activity.

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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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- pace and progression - learning task - class management - goal 1. Theory & Rationale 2. Assumptions a. Assumption about teaching many teaching functions can be provided through printed, visual, and audio media Primary function of the teacher is to interact with student learning

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Self-Assessment:
Self-Assessment will play a large role in the assessment category of this topic. The students will assess themselves throughout, both formally and informally. They will informally assess themselves when they are making the conscious decision about what level activity to participate in or move on to.
The students will assess themselves more formally, at the end of each session, when they are given 'self-assessment sheets'. These sheets will also work as a reflective practice for the students as they review what they did over the past 80 minutes and assess themselves as to what level they reached, and if they were to start the same lesson the next day, would they be ready to move up a level. It is the perfect way of making the students aware of the learning they are doing and  also gives them a greater incentive to participate fully in the following lesson.
Teacher-Assessment:
The main form of assessment the teacher will use will be observation. The teacher will observe if the students are following the learning cues and descriptions provided by the task cards and learning walls. The teacher will also observe how much respect each student is showing to their peers and see if the students that are in the same task zone work together or continue working alone.
The other type of assessment we will see by the teacher will be open ended questioning. This will be used to gauge the students' understanding of both the activity they are carrying out and how to efficiently execute the skill being practiced.

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The Group will make a class charter using the below template at the start of the 5 weeks.

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The Group will make a class charter using the below template at the start of the 5 weeks.

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This scheme will place an emphasis on identifying and developing the basic range of skills related to the game of basketball. The main FMS to be targeted include: agility, balance, coordination, running, jumping, skipping, throwing and catching.

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Basketballs

Bibs

Cones

Learning Walls

Task Cards

PSI instructions

Self-Assessment Sheets

Pens

Whistle

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The learners will be able to:
=> Explain and apply the rules, aims and skills related to the game of Basketball.
=> Successfully participate in games that require a mix of fundamental movement skills, as well as being able to state and effectively carry out the features and quality for each skill.
=> Understand what is meant by the Personalised System of Instruction and how it can apply to a physical education class.
=> Take ownership for their learning and be able to decide the level of the activity they are ready to participate in.

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Managing Myself:
Students will have to know themselves and their abilities to decide what level activity to engage in. They will make considered decisions about their own ability and what level they will start at. They will also be able to reflect on their own learning through self-assessment.
Staying Well:
Students will be healthy and physically active throughout. They will also be positive about their own learning as they take charge and decide the pace at which they learn.
Working Others:
Students will learn to respect differences as different learners decide to do different tasks. They will also learn to cooperate with those of their peers who choose the same level.

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Numeracy is all around us, without us even realising it. We will see numeracy on many occasions throughout these activities. In certain activities, the groups will have to keep score of the game. They will have to count different things such as how many passes they make or how many shots they score. They will learn about the dimensions of a hockey pitch. They will also have to make estimations in their heads about how many passes they will make and how many shots they will score.

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Literacy is an extremely important part of everyone's lives. Whether it is in school, driving a car or in the shopping centre, we all need to have a certain level of literacy to get through daily tasks. That is why it is important that students are exposed to literacy as much as possible, not simply in the English classroom. The PE class is somewhere people may not think about literacy, but it is necessary to execute even the simplest of tasks.
This 5 week block will be no different. Students will have to read the tasks on the learning wall, they will have to look at the diagrams of the activities.

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Learner's Levels of Prior Knowledge, Skills and Attitudes

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Learner's Levels of Prior Knowledge, Skills and Attitudes

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Prior Knowledge:
Last year, learners completed different physical education programs in a range of different primary schools. This year, they have completed two weeks of testing, hockey, athletics and team challenges. They have completed a cooperative learning model so have some insight into a non-traditional PE class but they do not know what PSI means and how it works.
Prior Skills:
In general, this class have a good level of fundamental movement skills such as running, jumping, skipping and turning. They have a very mixed ability level when it comes to throwing and catching. They are now more skilled with being able to solve activities as a team and work together.
Prior Attitudes:
This group of first years are an enthusiastic bunch who generally enjoy taking part in PE and participate to the best of their ability. Since the team challenges module, they have grown closer together and work well together.

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Organisation of the Learning Experience.

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Organisation of the Learning Experience.

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This scheme will last 5 weeks as no schemes in Ashton last any longer. Each lesson will last 80 minutes. The learners will get changed in the changing rooms, phones and jewellery will be put in the safe box and the roll will be called. Each lesson will take place in the hall, so after housekeeping all students will gather at the learning wall in the hall. The learning wall will be set up differently to normal walls, as to fit in with the PSI model. The first lesson will begin with the teacher introducing the model in general and then explaining how it will apply to them and the basketball lesson plans.
On the learning wall there will be three different activities, all based around the same skill. The activities will be colour coordinated, green for the most basic, orange for the middle activity and red for the most challenging. The students will read the tasks, decide what level they are able for and go to that area. They will be given a chance to change activity whenever they feel ready.
Before the students leave the learning wall, they will be given a demonstration of the skill either via the teacher or a video on her iPad. For example, when doing the chest pass, their will be a video shown of how to do the chest pass and then the students will read the learning wall and decide which task to do. There will be skill cards at each area explaining the activity again so the students do not keep having to return to the learning wall. The skills that will be focused on over the 5 weeks will be; passing, dribbling, shooting, layups and finally they will focus on game play.

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Department of Education and Science and National Council for Curriculum and Assessment (2003) Junior Cycle Physical Education. Dublin: Government Publications.

Eshet-Alkalai, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia 13(1), 93-106

Rae, A., & Samuels, P. (2011). Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?. Computers & education, 57(4), 2423-2431.

Assessment for Learning – Key Principles. NCAA. Retrieved November 8, 2015 from http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cycle/Assessment_for_Learning_AfL_/Key_principles/AfL_-_Key_principles.html

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Rational for Selection of the Instructional Model - PSI.

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Rational for Selection of the Instructional Model - PSI.

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Rae & Samuels (2011, p.2423) state that "The Personalised System of Instruction is a form of mastery learning which has been proven to educationally effective".
This is something that was important to me with regard to choosing this model. There are no expert basketball players in this class but, from seeing their abilities in picking up the other activities we have done since September, it is clear that this group learn at different rates and pick up new skills at different rates. That's why it is the perfect opportunity to introduce them to this model. It gives those who will pick up the different skills involved in basketball quicker a chance to continue learning and improving the skill as the lesson goes on rather than waiting for those struggling to catch up. On the flip side of that, it also is the perfect opportunity for those who do struggle to pick up new skills practice them as much as possible and learn at their own pace, without feeling pressure from the other students to move on without mastering the skills.
This class a generally a responsible class who look to improve their skills so it is the perfect model for them to experience basketball through a new light.

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Basketball is a sport that is growing more popular in Ireland each year, particularly because of how easy it is for people to watch NBA on Irish tv stations and also via the internet. Kids in Ireland are far more up to date with the what is happening in sports over seas than they were only a short few years ago. Even though this is the case, Basketball is not a popular sport in Ashton, despite having over 500 students, they do not have enough interest to enter a team in school competitions. This is why it is even more important that the students are exposed to basketball early on in their junior cycle PE curriculum. It gives them the opportunity to find out more about the sport and have a go playing it.
Basketball deals with a variety of the fundamental movement skills such as running, jumping, hopping, throwing, catching and dodging. As mentioned in the JCPE (2003, p.37) "Games seek to develop the students' ability to have an active role in the games lesson at his/her own technical level, thus enhancing self-esteem and a sense of potential fulfilment".
Basketball gives the students an opportunity to experience a fun, active and engaging invasion game. The students in the class are all eager to play around with the basketball ehile we are doing other activities in the hall so they will definitely enjoy this scheme. Many of them know nothing at all about the rules of basketball so here they will be given an insight into how the game works.