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Department of Education & Science. (2003). Syllabus Structure. Junior Cycle Physical Education Syllabus. Dublin: Government      Publications.

Hellison, D. (1995). Teaching Responsibility through Physical Activity. Champagne: Human Kinetics.

Hopper, B., Grey, J., & Maude, P. (2000). Teaching physical education in the primary school. London: Routledge Falmer.

Junior Certificate School Programme. (2014). Adventure Activities (Level 1). PE Statements. Retrieved from: http://www.jcsp.ie/resources/statements/PEFamily.pdf

Luttrell, S. & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum and Instructional Models: Pathways for Teacher Implementation. Dublin: ePrint Limited.

Morgan, N.S. (2009) Quick, Easy and Effective: Behaviour Management Ideas for the Classroom. London: Jessica Kingsley Publishers.

Professional Development Service for Teachers. (2016). Adventure Activities. Junior Cycle Physical Education. Retrieved from: http://www.pdst.ie/node/5847

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Managing Myself: Learners will be develop an awareness of how they can contribute to a team in games etc. They will also fill out self-assessment sheets in regards to their own individual contributions and achievements.

Communicating: Learners must discuss team strategies, ask questions, answer questions and listen to their peer's responses and opinions.

Working with others: Learners must encourage one another in team game competitions and cooperate with one another in order to achieve success as a team.

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Targeting Literacy and Numeracy Skills

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Adventure Activities provides holistic development of skills and qualities that may not be as apparent in other strands of Physical Education (Professional Development Service for Teachers, 2016). As these pupils have engaged in strands which promote the characteristics of team-work, adventure education will further enhance their awareness of: trust, co-operation, self-confidence, respect, discovery, challenge with choice, problem solving and taking appropriate risks (Luttrell & Chambers, 2013). These life skills vividly reflect the learning outcomes of the Personal and Social Responsibility Model which will be applied to this scheme.

The personal and social responsibility model “aims to teach life skills through the medium of physical education” (SCPE Framework, 2011, p.29). However, to become responsible, students must be given responsibility in class (Hellison, 1996).
The teaching for personal and social responsibility model of this scheme aims to provide students with the opportunities to:

Reflect on their attitudes, values and behaviours.

Understand the effect their attitudes, values and behaviours have on others.

Aspire to increase their personal and social responsibility.

Take responsibility in the PE class to become more responsible and to transfer this wisdom in the wider world (Luttrell & Chambers, 2013).

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A routine like this helps students to “know what to expect and what is expected of them” (Morgan, 2009, p.15)
The organisation of my class will consist of these 8 elements in this order:

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Key words:
Adventure Activities
Orienteering