Physical Education

Staff 

Mr R Sullivan (Subject Co-ordinator)
Ms J Garland
Ms S Jones
Mr A Malin
Mrs A Murdoch

Junior Cycle Physical Education (JCPE) Overview 

The Junior Cycle Physical Education (JCPE) Specification aims to develop pupils' physical literacy and promote lifelong engagement in physical activity. It is designed to be engaging, inclusive, and student-centered, focusing on a wide range of physical and cognitive skills. 

Learning Outcomes 
The JCPE curriculum is organized around key strands that guide pupils in achieving specific learning outcomes. These strands include; Competence, Participation and Appreciation.  
 
Key Skills 
JCPE also prioritizes the development of key skills that extend beyond physical ability, including: 

  • Being Creative – Pupils are encouraged to develop innovative movement patterns and problem-solving strategies. 
  • Working with Others – Through team activities, students learn effective communication, leadership, and collaboration. 
  • Managing Myself – Pupils reflect on their performance, set personal goals, and learn to self-motivate. 
  • Staying Well – The curriculum emphasizes physical and mental well-being, fostering habits that promote a balanced lifestyle. 

Assessment 
Assessment in JCPE is formative, emphasizing pupils' progress over time through self-assessment, peer feedback, and teacher questioning and observations. The focus is on participation, skill development, and reflective learning rather than competition or performance outcomes. 

In summary, JCPE at The High School supports pupils in building a holistic understanding of physical education, with a focus on skill development, personal well-being, and the acquisition of lifelong physical activity habits. 

Activities experienced by pupils at The High School undertaking Junior Cycle Physical Education (JCPE) New Specification include:  

  • Adventure Activities – Co-operative Based Teambuilding Tasks/Activities, Orienteering, Rock Climbing/Abseiling, Kayaking, Canoeing, Low Rope Course, Zip Lining, and Archery 

  • Athletics – Track and Field Events; Short and Middle-Distance Running, Cross Country, Javelin, Discuss, Shot Putt, Long, and High Jump. 
     
  • Invasion Games – Rugby, Basketball, Hockey, Gaelic Games, Ultimate Frisbee, Gaelic Football, Handball, and Soccer. 
     
  • Striking and Fielding Games – Cricket and Rounders. 
     
  • Divided Court Games - Tennis, Table Tennis, Volleyball, and Badminton. 
     
  • Aesthetic/Artistic Activities – Dance and Gymnastics. 
     
  • Health-Related Activities – Functional Movement and Mobility Exercises, Fitness Testing, Components of Fitness, Principles of Training, Safe Practice - Warm Up/Cool Down, Static and Dynamic Stretching.   

JCPE 135 Hour New Specification Link: https://www.curriculumonline.ie/getmedia/daff0a6e-b640-43e7-bcd7-7cc2c3dff955/Junior-Cycle-Physical-Education-Specification-Oct-2022.pdf

Senior Cycle Physical Education (SCPE) Overview

The Senior Cycle Physical Education (SCPE) Framework at The High School provides students with a comprehensive, balanced approach to physical education, focusing on lifelong engagement in physical activity and promoting overall well-being. It is designed to help pupils develop a wide range of skills and knowledge in physical education, preparing them for lifelong involvement in physical activity. 

Activities experienced by pupils at The High School undertaking Senior Cycle Physical Education (JCPE) New Specification include:  

  • Individual and Team Sports - soccer, basketball, Olympic handball, hockey, tag rugby, flag ball, and athletics.  
  • Adventure and Outdoor Activities - hiking, orienteering, and water-based activities including kayaking and stand-up paddle boarding.  
  • Health Related Physical Activities - weight training, circuit training, aerobic fitness, and flexibility.  
  • Dance and Artistic Movement: dance and gymnastics.  

This flexible framework ensures students receive a holistic physical education experience, catering to diverse interests and abilities delivered through curriculum models.  

Assessment 
Assessment in SCPE is formative, emphasizing pupils' progress over time through self-assessment, peer feedback, teacher questioning and observations and completion of their own individual SCPE Digital Portfolio. The focus is on participation, skill development, and reflective learning. 

In summary, SCPE at The High School supports pupils in building a holistic understanding of physical education, with a focus on skill development, personal well-being, and the acquisition of lifelong physical activity habits. 

SCPE Framework Link: https://curriculumonline.ie/getmedia/bc195f63-5ba0-4053-92f0-2796fefa23c5/SCPE_Framework_en.pdf  

Leaving Certificate Physical Education (LCPE) Overview 

Physical Education is designed to appeal to learners who have an interest in and a commitment to participation and performance in physical activity.  

The aim of Leaving Certificate Physical Education is to develop the learner’s capacity to become an informed, skilled, self-directed and reflective performer in physical education and physical activity in senior cycle and in their future life.  

The emphasis is on providing learners with integrated learning experiences where there is a balance between developing personal performance in selected physical activities and deepening their understanding of the theoretical perspectives that impact on performance and participation in physical activity.  

Assessment 

There are three assessment components in Leaving Certificate Physical Education: 

Assessment Component          Weighting        Level 

Physical Activity Project           20%                    Higher and Ordinary 

Performance Assessment       30%                    Common Level 

Written Examination                50%                    Higher and Ordinary 

The learner will be required to complete the physical activity project and performance assessment in two different activities. 

Physical Activity Project – 20%  

Learners may choose to complete the physical activity project in one of following roles: 

  • Performer 
  • Coach/Choreographer. 

The physical activity project is completed in a digital format.  

The four sections are: 

  1. Performance analysis
  2. Identification of three performance goals
  3. Evidence of ongoing training/practice and reflection
  4. Concluding analysis.

Performance Assessment – 30% 

Performing in a selected activity, learners are expected to:  

  • Show evidence of their capacity to select, apply and perform the skills and techniques outlined in the physical activity section in a conditioned practice, fully competitive version of the activity, or personal performance 
  • Demonstrate understanding and knowledge of the physical activity, including the ability to apply and adapt different tactics, strategies and compositional knowledge in response to different scenarios in conditioned or competitive environments 
  • Demonstrate knowledge and application of relevant rules, regulations, and codes of practice in the chosen activity. 

Written Examination – 50% 

The written examination is based on the aims, objectives and learning outcomes outlined in the specification. It will examine the following: 

  • Knowledge and understanding of the theoretical factors which affect participation and performance in physical activity and the relationships between them 
  • Learners’ concept and process knowledge in relation to the assessment criteria 
  • Learners’ engagement with a case study designed to require learners to apply their learning in a particular physical activity scenario 
  • Clarity and coherence in management of ideas and answers. 

LCPE Specification Link: https://www.curriculumonline.ie/senior-cycle/senior-cycle-subjects/physical-education-specification/