An Roinn
Oideachais agus Eolaíochta
Department
of Education and Science
Subject
Inspection of Physical Education
REPORT
St. Joseph’s
Secondary School
Tulla,
County Clare
Roll number:
62020F
Date of
inspection: 20 March 2007
Date of
issue of report: 17 January 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality
of Learning and Teaching in Physical Education
Subject
inspection report
This report has been written following a subject
inspection conducted as part of a whole school evaluation in
Subject
provision and whole school support
Physical Education is a core subject at junior cycle
with each class receiving one double period per week. Management is commended
for its recent decision to change the timetable provision from two single
periods to one double period per week for junior cycle Physical Education. This
new provision is in line with circular M15/05 and affords students sufficient
time to engage fully with the subject matter. Transition Year students receive
one double period of Physical Education every other week which alternates with
an Arts module. There is currently no Physical Education provision for fifth or
sixth-year students. However, fifth and sixth-year students are timetabled for
one double period of games per week. Games are not a curricular subject and it
is therefore recommended that games are no longer timetabled within the school
day. However, the provision of double periods for each class group should be
maintained but timetabled instead for Physical Education with the appropriately
qualified teachers. A good quality Physical Education programme strives to
provide students with an opportunity to study all aspects underpinning
involvement in physical activity, exercise and sport. It is therefore recommended
that management review the current provision for Physical Education at senior
cycle and aim towards providing a programme that has breadth, depth, coherence
and relevance to the needs of the students. The Department of Education and
Science (DES) Rules and Programmes for
Secondary Schools recommends that all students should have access to two hours
of high quality Physical Education per week, and management is encouraged to
work towards this level of provision.
It is important to stress that support and provision
for extra-curricular games is encouraged and commended. These activities
provide opportunities for students to apply their learning in Physical
Education to an area of activity that interests them and for which they may
possess a particular talent. Extra-curricular activities also provide a
positive social outlet for students whether as part of a competitive team or
through engaging in recreational physical activities with their peers.
The facilities available for Physical Education
include a small indoor hall and a small outdoor hard court area. There is also
a grass area, which is sometimes used but this pitch is restrictive for many of
the activities on the syllabus. The Physical Education department endeavours to
provide a high quality programme despite there being considerable pressure to
accommodate all students due to the restrictions imposed by the current
facilities. This is highly commended. The school has acquired ten acres of land
and has identified the development of a full size playing pitch as its
immediate priority. Plans have also been submitted for a new school including a
full size sports hall on this site. The school is commended for its pro-active
and long-term vision for the educational needs of the community.
A requisition system is in place for the purchase of
resources to support the teaching and learning of the subject. This system is
reported to be working well and the small storeroom is well stocked with
sufficient equipment to support the teaching of the Physical Education
programme. The school is broadband enabled and the Physical Education
department has access to the school computer room and data-projector upon
request. It is recommended that a whiteboard be installed in the sports hall to
facilitate the Physical Education department to highlight key concepts and
tasks as well as to record student responses and key performance indicators.
The school supports a wide range of extra-curricular
activities including hurling, Gaelic football, camógie, ladies football,
basketball, soccer and athletics. Many members of the teaching staff, including
the Physical Education teachers, are involved in the organisation and coaching
of these activities. The provision and support for students’ involvement in
these activities is highly commended. Furthermore, the teachers who are
involved in these activities deserve high praise for their valuable
contribution to this highly rewarding area of students’ educational
experiences.
Planning
and preparation
The Physical Education department is fully engaged in
the process of subject planning. The role of subject co-ordinator is rotated on
an annual basis, which is good practice as it provides experience for each
teacher, as well as sharing the responsibility for the development of the
subject among all members of the department. Formal planning meetings are
facilitated by management and take place three times per year, at the start of
each term, whilst informal meetings occur frequently. Records of formal
meetings are maintained and indicate that subject planning includes not only
the programme content but also the future priorities for the subject, such as
the provision for senior cycle Physical Education and addressing timetabling issues.
This good practice is commended as it illustrates considered reflection in
order to develop the quality and status of the subject in the school.
It is commendable that the Physical Education
department has adopted and applied the subject-planning framework recommended
by the Junior Cycle Physical Education Support Service (JCPESS). As a result,
the subject plan revolves around the implementation of the revised Junior Cycle
Physical Education Syllabus and a range of planning documents has been developed
for each strand of the syllabus. A comprehensive junior cycle plan outlines the
content for each year-group and the required resources as well as references to
some teaching and learning strategies, including Mosston and Ashworth’s
spectrum of teaching styles. The content plan includes as many of the strands
of the syllabus as possible given the space and resource restrictions in the
school. Some schemes of work have been developed to support specific strands of
the syllabus and these are appropriate and progressive. In some of these
schemes, planning for assessment is included and it is recommended that this be
expanded for all activity strands. It is commendable that the subject-planning
document contains information and strategies relevant to the full inclusion of
all students. The subject plan specifically includes a list of strategies for
the inclusion of students with Asperger’s Syndrome into the mainstream setting.
This inclusive policy within the Physical Education department is highly
commended.
Health and safety concerns are also addressed in the
subject plan, and documents were presented illustrating the policy and
procedures relating to the reduction or prevention of injuries as well as
procedures for treating and reporting on incidents or injuries that may occur.
This practice is commendable as it illustrates a high level of concern for the
safety and wellbeing of students during participation in their Physical
Education lessons.
It was stated that storage of large items presents a
difficulty and this was found to be the case. This places additional
constraints on the acquisition of new, larger materials such as gymnastics mats
or boxes. However, there is some scope for planning for resources to support
the teaching and learning of the subject. It is recommended that the Physical
Education department plan for the acquisition of some ICT and digital media
equipment and identify specific opportunities within the subject plan for its
inclusion to enhance the learning experience of students.
Teaching
and learning
There was a good standard of teaching and learning in
lessons observed during this inspection. Teachers have developed a clear system
at the commencement of lessons for student assembly and setting up of the
sports hall, whereby attendance and participation are recorded and students
assist in the organisation and preparation of the required equipment. Students
demonstrated familiarity with and conformity to this system, which resulted in
an expedient commencement of the lessons observed.
In the lessons observed, the topics taught were
health-related-activity and badminton. In some cases, the topic and purpose of
the lesson were introduced by recapping on previously learned material and
through questioning of students’ knowledge and everyday experiences. This
method was effective in helping to focus students on the application and
relevance of the new topic of study to their everyday lives. All lessons
commenced with a warm-up, and in most cases, this was related to the activity being
studied. During this phase of the lesson, the teachers asked students questions
to determine their level of understanding of the principles of warm-up and
movement. In some cases, students were encouraged to demonstrate mobility
exercises, to identify the muscles and joints controlling each movement and to
explain each exercise’s relevance to human movement. This is good practice as
it encourages an understanding of exercise and its influence on aspects related
to physical functioning and wellbeing.
Lessons were well paced and activities were
appropriately structured to gradually improve competence. A good variety of
methods was used to highlight the nature and purpose of set tasks. These
included teacher and student demonstration as well as questioning to help
identify the correct techniques related to the exercise or skill. Teachers are
encouraged to avail of opportunities to extend the use of subject specific
terms as well as furthering students’ understanding of the biomechanical
principles underpinning each skill. This will help enhance students’ vocabulary
to critically analyse movement, as well as their awareness of factors
influencing technical efficiency in the execution of motor skills.
Students worked in pairs or small groups and were actively
engaged in most tasks set. Activities and tasks were appropriate to the
abilities of the students and proved equally challenging to the more skilful
and less skilful performer alike. This good practice allowed students to work
independently and at a level commensurate with their ability and confidence,
which is to be commended. Good practice was observed when students were
challenged to apply their knowledge and skills to either the game or activity
setting. In such situations students learned to apply their knowledge to adjust
the intensity of their application in response to their recorded heart rate, or
to construct a tactical response in a game setting. This is good practice as
students are both cognitively and physically involved in the task. Additionally,
the use of team challenge activities was well constructed to promote students’
learning of the social concepts of co-operation and communication in order to
achieve success. These activities proved challenging and educationally
rewarding to students and this practice is to be commended.
Student-teacher rapport was good and this helped to
create a respectful learning environment in all cases. Classroom management was
both firm and affirming. However, in some cases students found it difficult to hear
instructions, due to the acoustics in the hall, which on occasion resulted in
some distraction. Best practice was observed when students were called to a
central focal point either to demonstrate a technique or practice drill or to
change the task. This technique of “centring” served to overcome the acoustics
and enabled students to remain focused whilst the teacher explained or
demonstrated the relevant teaching points. It is recommended that this
technique, or similar, be extended when relevant. In all cases teachers were
constantly mobile and assisted individuals or small groups that required
assistance in developing their technique or understanding of each task. Such
attention was encouraging of students and was well received in all cases. This
is highly commended.
In most cases, time was taken at the end of lessons to
recap on the nature and purpose of the activities and tasks and to reinforce
the key points of the lesson. This is commendable practice as it helps students
to view their learning as part of a continuum within and between activity
blocks. Students demonstrated a good level of co-operation and assisted in
putting away and storing their equipment in line with good practice.
Assessment
A comment on students’ progress in Physical Education
is included in the reports to parents that are sent home twice per year at
Christmas and summer. It is commendable that the Physical Education department
has plans to develop a bank of subject specific comments to be included in the
electronic comment database. Once developed these comments should prove to be
more informative to both students and parents, reflecting participation and
application, competence and progress as well as level of understanding within
the subject.
The Physical Education department has developed a
system of assessment for some modules such as gymnastics. In this case, clear
criteria are given for assessment such as duration, combination of skills,
fluency of link movements and quality of execution when performing a movement
sequence. It is recommended that the Physical Education department continue to
develop its assessment process and give consideration to the use of methods
available through the junior cycle Physical Education support service.
There was maximum participation levels in all classes
observed during the inspection and student responses to questions demonstrated
knowledge and good understanding of the key movement concepts being taught.
Summary of
main findings and recommendations
The following are the main strengths identified in the
evaluation:
- Physical Education is a core subject at junior cycle.
- Management is fully supportive of continuing professional
development and all Physical Education teachers have attended recent
in-service courses.
- The school is actively implementing the revised Junior Cycle
Physical Education Syllabus.
- The Physical Education department has developed a good quality
programme within the restrictions imposed by the available facilities.
- The school is proactive in trying to improve its facilities and has
purchased a site to develop a full sized playing pitch. It also has plans
for a new school including a full-sized sports hall.
- The school supports students’ involvement in a wide range of extra-curricular physical
activities, which are organised and supported by many members of staff.
- Subject department planning is well advanced and a comprehensive
subject plan has been developed for the implementation of the revised
Junior Cycle Physical Education Syllabus. Planning also addresses the
inclusion of students of all abilities and those with special educational
needs.
- A range of resources has been developed to support the teaching and
learning of the subject.
- There is a good standard of teaching and learning in Physical
Education, and students are educated in a positive and respectful
environment.
- Levels of activity and engagement were high in all lessons and set
tasks were well paced and structured to improve competence and
understanding.
- The Physical Education department has developed some methods for
assessment and the subject is included in reports sent home to parents
twice per year.
As a means of building on these strengths and to
address areas for development, the following key recommendations are made:
- It is recommended that management review the current provision for
Physical Education at senior cycle and that all students be timetabled for
Physical Education in line with DES recommendations as outlined in the
Rules and Programmes for Secondary Schools.
- It is recommended that a whiteboard be installed in the sports hall
to facilitate teaching and learning in Physical Education.
- It is recommended that the Physical Education department plan for
the acquisition of ICT and digital media equipment and plan for its
inclusion to enhance the learning experience of students.
- Teachers are encouraged to ensure that all students are in a
position to see and hear demonstrations and relevant teaching points where
applicable.
- It is recommended that the Physical Education department continue
to develop its assessment process and give consideration to the use of
methods available through the junior cycle Physical Education support
service.
Post-evaluation meetings were held with the teachers
of Physical Education and with the principal at the conclusion of the
evaluation when the draft findings and recommendations of the evaluation were
presented and discussed.