Leaving Certificate PE Draft Syllabus

51 Pages·2011·5.11 MB·English

LEAVING
CERTIFICATE
PHYSICAL
EDUCATION
DRAFT SYLLABUS FOR
CONSULTATION
Senior cycle 3
The experience of senior cycle 4
Leaving Certificate physical education 8
Introduction 9
Aim and objectives 10
Related learning 10
Inclusion 11
Syllabus overview 13
Structure 14
Key skills 15
Teaching and learning 17
Information and communications technology (ICT) 17
Differentiation 18
Assessment 18
Units of Study 19
Unit 1: Toward optimum performance 20
Unit 2: Contemporary issues in physical activity 27
Physical Activity Areas 35
Adventure Activities 37
Aquatics 38
Artistic and aesthetic activities 39
Athletics 41
Games 42
Personal exercise and fitness activities 44
Assessment 45
Personal performance project 46
Written examination 47
General assessment criteria 48
Reasonable accommodations 49

SENIOR
CYCLE
THE EXPERIENCE OF SENIOR CYCLE
Physical Education 3
Senior cycle
Introduction The experience of senior cycle
Learners in senior cycle are approaching the end of The vision of senior cycle education sees the learner
their time in school and are focusing on the directions at the centre of the educational experience. That
they would like to take in their future lives. Senior cycle experience will enable learners to be resourceful, to be
plays a vital role in helping learners to address their confident, to participate actively in society, and to build
current needs as young adults and in preparing them for an interest in and ability to learn throughout their future
life in a changing economic and social context. lives.
Senior cycle is founded on a commitment to This vision of the learner is underpinned by the values
educational achievement of the highest standard for all on which senior cycle is based and it is realised
learners, commensurate with their individual abilities. through the principles that inform the curriculum as it
To support learners as they shape their own future there is experienced by learners in schools. The curriculum,
is an emphasis on the development of knowledge and including subjects and courses, embedded key skills,
deep understanding; on learners taking responsibility clearly expressed learning outcomes, and diverse
for their own learning; on the acquisition of key skills; approaches to assessment is the vehicle through which
and on the processes of learning. The broad curriculum, the vision becomes a reality for the learner.
with some opportunities for specialisation, supports
continuity from junior cycle and sets out to meet At a practical level, the provision of a high quality
the needs of learners, some of whom have special educational experience in senior cycle is supported by
educational needs, but who all share a wide range of • effective curriculum planning, development and
learning interests, aptitudes and talents. organisation
• teaching and learning approaches that motivate
The range and scope of the curriculum components and interest learners, that enable them to progress,
offered at senior cycle—subjects, short courses, transition deepen and apply their learning, and that develop
units and curriculum frameworks—have been developed their capacity to reflect on their learning
to allow for choice and flexibility, for a balance between • professional development for teachers and school
knowledge and skills, and for the promotion of the kinds management that enables them to lead curriculum
of learning strategies relevant to participation in and development and change in their schools
contribution to a changing world where the future is • a school culture that respects learners, that
uncertain. encourages them to take responsibility for their
own learning over time, and that promotes a love of
Assessment in senior cycle involves gathering, learning.
interpreting and using information about the processes Senior cycle education is situated in the context
and outcomes of learning. It takes different forms and of a broader education policy that focuses on
can be used for a variety of purposes. It can be used the contribution that education can make to the
to determine the appropriate route for learners through development of the learner as a person and as a
a differentiated curriculum, to identify specific areas citizen. It is an education policy that emphasises the
of difficulty or strength for a given student and to test promotion of social cohesion, the growth of society and
and certify achievement. Assessment can support and the economy, and the principle of sustainability in all
improve learning by helping learners and teachers aspects of development.
to identify next steps in the teaching and learning
process.
4 Physical Education
Physical Education 5
6 Physical Education
Physical Education 7
PHYSICAL
EDUCATION
INTRODUCTION
AIM AND OBJECTIVES
RELATED LEARNING
INCLUSION
8 Physical Education
Physical Education
Introduction excellence and the value of each experience for health
and wellbeing.
In physical education, there are many opportunities
The general aim of physical education in senior cycle
for learners to work as individuals, in groups and in
is to develop the learner’s capacity to participate in
teams where they can develop a deeper understanding
physical education and physical activity in a confident
of the concepts of fairness and personal and social
and informed way. In Leaving Certificate physical
responsibility. While performance in physical activity
education, learners have an opportunity to study
is a central part of students’ learning in physical
physical education for certification. The syllabus is
education, learners are encouraged to undertake roles
designed to appeal to learners who have an interest in
other than that of performer. In particular, learners
and a commitment to participation and performance
are encouraged to undertake leadership, coaching and
in physical activity. The aim of Leaving Certificate
refereeing roles as part of their learning in physical
physical education is to develop learners’ ability to
education. These different experiences support the
become informed, skilled, self-directed and reflective
development of each of the key skills in senior cycle
performers in physical education and physical activity
education but particularly those of being personally
now and in the future.
effective and working with others. By developing
the key skills, learners can move closer to becoming
The emphasis is on providing learners with integrated
confident and competent participants in physical
learning experiences where there is a balance between
activity now and into their adult lives.
developing personal performance in selected physical
activities and deepening their understanding of the
In physical education, the term physical activity is
theoretical perspectives that impact on performance
understood to include all forms of physical activity on
and participation in physical activity. These
a continuum where participation in physical activity as
perspectives include learning in the humanities/social
part of a healthy life style is at one end and competing
sciences and life sciences.
to win is at the other end.
Teaching and learning in physical education aims to
Learners experience physical education as a concurrent
support learners in becoming physically educated young
process of learning in, through and about physical
people. First and foremost, learners strive to improve
activity.
their performance in selected physical activities.
They learn to apply knowledge and understanding
Learning in physical activity refers to experiential
about physical activity to inform how they prepare for,
outcomes where learners are actively engaged in
participate and perform in physical activity. Through
physical activity. Learners apply their knowledge and
participation and performance in physical activity,
understanding of theoretical perspectives to their
students learn about being personally effective as
pursuit of performance goals. Learners engage in
individual performers but also as part of a team
ongoing reflection about their learning and progress in
or group. They develop different social skills and
physical activity.
competencies as they work in collaboration with others
Learning through physical activity refers to instrumental
towards a common goal.
outcomes where physical activity is the medium through
which students learn. The focus is not primarily on
Students learn about the importance of physical
the outcome or performance but rather on students’
activity as part of a fulfilling and healthy lifestyle.
personal, social and intellectual learning through their
They examine the factors which influence their own
engagement in the physical activity.
and others’ participation in physical activity. They
Learning about physical activity refers to a rational form
discuss different experiences of physical activity, from
of inquiry, about how different theoretical perspectives
recreational participation through to the pursuit of
influence performance in physical activity. Students
Physical Education 9