An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Subject Inspection of Physical Education

REPORT

 

Scoil Chonglais,

Baltinglass, County Wicklow

Roll number: 70750P

 

Date of inspection: 17 May 2007

Date of issue of report: 6 December 2007

 

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

School Response to the Report

 

 

 

Report on the Quality of Learning and Teaching in Physical Education

 

 

Subject inspection report

 

This report has been written following a subject inspection in Scoil Chonglais. It presents the findings of an evaluation of the quality of teaching and learning in Physical Education and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and the teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and teacher’s written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teacher. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

Subject provision and whole school support

 

Scoil Chonglais is a co-educational, second-level school run under the trusteeship of Co. Wicklow Vocational Education Committee (VEC) and caters for the educational needs of 365 students. The school offers the Junior Certificate, optional Transition Year (TY), Leaving Certificate Vocational Programme (LCVP) and established Leaving Certificate. The Physical Education department consists of one teacher who is a graduate of the subject. Physical Education is a core subject on the curriculum for all year groups, with the exception of sixth year where it is an optional subject. 

 

The timetable provision for the subject is less than adequate for providing a meaningful Physical Education programme that has breadth, balance, relevance and coherence. First and second-year students receive one double period of Physical Education per week, but this is reduced to one single period per week for third-year students. TY students receive one double period per week and fifth-year students receive a single period per week. Sixth-year students may opt to participate in either one period of Physical Education per week or to use this period for study. Two issues arise from this level of provision: firstly, single period lessons are of thirty-five minutes duration and are insufficient to allow for meaningful in-depth study and involvement in the practical activities of a Physical Education lesson. Secondly, the reduction in time for Physical Education in third year and the change of status of the subject from core to optional in sixth year may create the perception that physical activity is of a low priority for these students. This is regrettable, especially at a time when young people should adhere to positive lifestyle behaviours to meet the challenges of preparing for their examinations. Although it is appreciated that the school may wish to spend as much time as possible providing for examination subjects to optimise success, this intention may be misguided. A wealth of research has shown that students’ academic performance is unimpeded, and may even be enhanced, by additional time spent engaging in purposeful Physical Education and physical activity. Research has also shown that regular engagement in moderate to vigorous physical activity creates a series of biochemical and neurological adaptations that result in improved cognitive functioning. It is recommended that management review the current level of provision for Physical Education and work towards providing additional time to support the implementation of a comprehensive Physical Education programme for the subject, in line with the Department of Education and Science Rules and Programmes for Secondary Schools.

 

The range of facilities and their maintenance are of a high standard and provide an excellent learning environment for the subject and the promotion of a positive physical activity culture in the school. The sports hall is newly constructed and has a small balcony area that may be used as a classroom. The addition of a whiteboard in the sports hall should be considered, as it provides a mechanism for the teacher to identify key points of the lessons and to record student responses to tasks. There are a vast range of outdoor facilities including two large playing pitches, one marked basketball court and an additional large hard court area. The storeroom contains a good supply of equipment to provide for most activity strands of the syllabuses. A requisition system is in operation to facilitate the purchase of new and replacement items of equipment and this is reported to work well. The Physical Education department has access to TVs and DVD players if required. A number of classrooms have computers and most have access to the internet. The extension of internet access and the provision of computers in the balcony area of the sports hall should be considered, as this would enable students to access information, images and video clips relevant to the topic of study.

 

Management supports the participation of teachers at relevant inservice courses to promote professional development. However, it is regrettable that the school has missed the opportunity to participate in the inservice programme for the revised Junior Cycle Physical Education Syllabus. It is recommended that participation in future inservice be prioritised to ensure familiarisation with best practice in planning, pedagogical and assessment methods in the subject. Information regarding future inservice courses in Physical Education may be obtained on www.jcpe.ie or www.slss.ie.

 

A wide variety of extra-curricular sports and physical activities are supported by the school including athletics, basketball, camógie, equestrian pursuits, Gaelic football, rugby and soccer. Staff members play a key role in the organisation and coaching of these activities and the time and effort invested by all involved is highly commended. There is no co-ordinator of extra-curricular activities in the school, but teachers involved in the provision of these activities meet informally to organise training venues and competitive fixtures and it is reported that this system works well. It is commendable that the school supports an awareness of health and fitness through subjects such as Social, Personal and Health Education (SPHE). The school is encouraged to continue its development of initiatives and efforts to promote engagement in regular physical activity, exercise and sport as part of a healthy balanced lifestyle.

 

Planning and preparation

 

Subject department planning is well advanced in the school and is integrated into the school development planning process. Three formal subject planning meetings are facilitated each year and management reported that subject teams and school committees meet regularly during lunch times. Management has recently established an intranet network to facilitate the dissemination of documents and resources amongst staff members. This is exemplary practice as it ensures that materials can be easily accessed and shared by teachers within and between subject departments, thereby promoting a collaborative culture within the teaching community. The Physical Education subject plan was one of the first documents to be made available on this network.

 

The Physical Education plan contains detailed schemes of work for each of the planned activities. This short-term planning is comprehensive and a range of activities are planned from all strands of the syllabuses. Planning for TY includes the use of neighbouring outdoor education centres as well as the organisation of certified coaching and first-aid courses. This is commendable as it promotes leadership, teamwork and confidence, which are key aims of the TY programme.

 

Planning for the inclusion of students with special educational needs is documented and all students are encouraged and facilitated to participate in the Physical Education programme. Strategies such as accessibility, differentiation of tasks and the role of special needs assistants are outlined, which is commendable. There is scope for further development in the long-term planning of the subject within the school curricula. It is recommended that the subject plan address the strategic development of the subject by identifying areas or issues of concern such as curricular provision, strategic development of a physical activity culture through school sport and club links, as well as the further development of resources to support teaching and learning of the subject. A review of the planning framework recommended by the Junior Cycle Physical Education Support Service (JCPESS) should be considered as a means of further enhancing the work of subject planning (http://www.jcpe.ie/SP_PlanLevels.htm).

 

Some resources have been developed electronically in the preparation of the subject plan, which is commendable as these can be easily edited and updated. It is recommended that strategies be developed to include some of the various modes of information and communication technology (ICT) into the teaching and learning process, particularly digital video to enhance student learning towards becoming informed critical analysts. Some guidelines on the use of ICT in teaching and learning may be obtained on www.ncte.ie. Additionally, some websites such as www.pecentral.org contain freely available resources that may be of use in the further development of a bank of material to support each of the planned schemes of work.

 

Teaching and learning

 

A good standard of teaching and learning was evidenced in Physical Education in this school. An organised system of student assembly ensured that attendance and participation levels were efficiently recorded. Equipment and task sheets were set up in the sports hall and this prior preparation ensured that activities began promptly. The topics taught were athletics and team challenges. Key points from previous lessons were revisited through a series of well-directed questions and students were then introduced to the current learning intentions. This is good practice as it helps students to view their Physical Education lessons as part of a learning continuum rather than a series of isolated events. It is also considered good practice to share the intended learning outcomes with students at the beginning of lessons as this helps students to maintain focus on their learning as the lesson progresses. However, the number of key learning objectives should be manageable for students to ensure that the quality of learning is optimised. In this case for example, the focus on athletics principles could have been deferred until a future lesson, as most of the planned activities observed concentrated on the concepts of teamwork.

 

Warm-up mobility activities were lively and appropriate to the age group of the students. These activities were also challenging, and students clearly enjoyed the interaction and movement during this phase. Stretching and mobility exercises were well demonstrated and it is commendable that the joints and muscles affected by each exercise were referred to constantly. This good practice ensured that students were immersed in the correct anatomical terminology and useful information related to health and wellbeing. Students’ replies to a range of questions regarding the physiological responses to increased levels of physical activity demonstrated clear evidence of previous learning. Three major responses to acute bouts of exercise were confidently demonstrated and explained by students. The level of understanding of this aspect of human functionality is commendable given the age profile of the students.

 

Activities were well paced and tasks set were well structured to gradually increase in complexity. The organisation of tasks was effective, although it is suggested that for some tasks, groups be reduced in size to avoid excessive queueing. It is commendable that most of the team challenge tasks required some degree of problem-solving, as well as a high degree of inter-dependence between group members and some element of inter-group competition. The combination of these elements ensured that students were cognitively, socially and physically engaged in their learning. Some time was used at the end for the completion of a reflection worksheet, which is good practice, although students would have benefited from additional time to share their opinions and consolidate learning. It is recommended that some strategy be developed for students to share and record their learning experiences. The use of a white-board would be beneficial to highlight the key learning outcomes of each lesson.

 

There was a relaxed atmosphere with all students appearing to enjoy their Physical Education whilst being fully engaged in the set tasks. There was a good rapport in evidence between students and their teacher and all interactions were cordial and respectful. This promoted a positive atmosphere and good behaviour where students were eager and interested in their activities and approached each task with enthusiasm. Students were regularly affirmed, and good teacher mobility ensured that groups and individual students received constructive feedback and teaching points to improve learning.

 

Students responded well to questioning by the inspector and clearly demonstrated their understanding of the key concepts of teamwork such as communication, cooperation and organisation. Students were observed applying these important concepts, which involved the application of listening skills, respect for diversity of opinions and the division of roles and responsibilities. Students observed during the inspection were enthusiastic and active and appeared to be achieving well in the subject.

 

 

Assessment

 

Comments regarding students’ participation and progress in Physical Education are included in formal reports that are sent home to parents three times per year, at Christmas, Easter and summer. In addition, the student’s journal provides a useful communication tool to keep parents informed of participation and achievement in Physical Education. The Physical Education department is also available at parent-teacher meetings.

 

Observation of students’ participation, their application and their progress during lessons is used as a basis for assessment in Physical Education. Questioning is used regularly to determine students’ knowledge and understanding of key concepts, rules, techniques and tactical awareness related to each module of activity. Feedback is given to students during lessons in response to their efforts and engagement with the tasks. In some instances, challenge cards are given to students to record their achievements in particular tasks. Whilst these methods have merit as part of the teaching and learning process, there is some scope for the development of assessment methods that would provide clear evidence and records of student learning. It is recommended that additional methods of assessment be developed to enable students to record the progress of their learning in Physical Education. Strategies such as assessment for learning (www.ncca.ie) should be explored as a useful means of directing students’ learning and the compilation of a student portfolio of achievement. Other methods of assessment should also be identified including self and peer-assessment as well as the completion of rich-tasks as a means of applying and consolidating learning. Further information regarding these methods may be obtained on www.jcpe.ie.

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

Post-evaluation meetings were held with the teacher 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.

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

Area 1   Observations on the content of the inspection report  

 

 

Overall, the DES inspector conducting the evaluation is commended for his professionalism and courtesy. The very real difficulties of providing for Physical Education in the context of a crowded curriculum and limited resources were discussed in a useful and meaningful manner. Some of the recommendations contained within the report will help to ensure the PE at Scoil Chonglais continues  to play a central role in the overall educational experience of our students

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.          

 

 

 

Curricular Provision: The reference to students in 3rt! year receiving only one period per week in no longer accurate. This was an interim measure in the context of significant curriculum review and timetable changes. Resources: A white board is now installed in the PE hall. A contractor has been appointed to extend internet access in the school, including the sports hall. The school is planning to purchase a digital video camera for use in the teaching of PE In-service Training: Dates have been identified and our PE teacher will be in attendance at relevant in-service. Subject Planning: Subject Planning to date utilises the framework prepared by the School Development Planning Initiative Assessment: Assessment templates as recommended are now incorporated into the subject planning framework for PE. We are planning for the deployment of peer-assessment and self-assessment templates in the context of individual student electronic portfolios at the school.