Health Programmes Flashcards
How health Conceptualised in Northern Ireland
Performance to Health Shift
In the primary years, the focus is on developing performance, reflecting a belief that primary teachers need more support in PE content (Griggs, 2012).
In KS3, the focus shifts to developing social values and citizenship, and by KS4, public health becomes the primary concern (CCEA, 2008).
Public Health focus
The curriculum in KS4 highlights the benefits of physical activity for good health, encouraging students to plan, undertake, monitor, and evaluate personal exercise programs (CCEA, 2008)
How is Performance Conceptualised in Northern Ireland
Early Years of focus
- There is a greater emphasis on performance in the primary years due to a perceived need for more content knowledge among primary teachers (Griggs, 2012).
Shifting Emphasis
- As students progress, the focus shifts to public health and pedagogy, moving away from performance (European Physical Education Review, 2024).
How is Pedagogy Conceptualised in Northern Ireland
Limited Explicit Reference
- Similar to Scotland, the curriculum in KS1 and KS2 offers limited explicit guidance on pedagogy (Griggs, 2012).
- allows for freedom
Promoting Personiliation
- in KS3 and KS4, there is a focus on promoting personalisation and cross-curricular planning, encouraging teachers to critically analyze their practices (European Physical Education Review, 2024).
How is Health Conceptualised in Wales: hollistic Health
- Holistic Health
- The Welsh curriculum emphasizes a holistic understanding of health, encompassing social, emotional, mental, and physical well-being. This approach aligns with the broader educational framework which integrates health with citizenship and well-being (Welsh Government, 2020)
How is Health Conceptualised in Wales: Citizenship integration
Citizenship integration
- PE’s purpose is implicitly recognized within the five Statements of What Matters (SWM), reflecting a broad conceptualization of health and citizenship. This indicates a shift from a narrow focus on physical activity to a broader health and well-being agenda (European Physical Education Review, 2024)
How is Health Conceptualised in Wales: teacher support
- Teacher support needed
- For this holistic approach to be effective, PE teachers in Wales need support to recognize the interconnections between all five SWM and to avoid interpreting them as discrete, separate discourses
How is performance conceptualised in wales
- less dominant role
- Performance plays a less significant role in the Welsh curriculum compared to other contexts. There is some reference to developing motor skills, but the overall focus is more on pedagogy (European Physical Education Review, 2024).
- Holistic approach
- The emphasis is on using motor skills confidently and creatively in different contexts, supporting a broader health and well-being agenda
How is Pedagogy conceptualised in Wales
- Explicit Guidance
- The Welsh curriculum provides explicit guidance on pedagogical approaches, emphasizing leadership, cooperation, and engaging with pedagogical principles (Welsh Government, 2020).
- Vision of learning
- Schools are encouraged to develop a strong vision of learning and teaching, considering the ‘why’, ‘how’, and ‘what’ of education, recognizing the integral role of the learning environment (Welsh Government, 2020).
How is Health Conceptualised in engalnd
- Public Health
- The English curriculum consistently emphasizes public health from KS1 to KS4, with aims such as being physically active for sustained periods and leading a healthy lifestyle (DfE, 2014
- Performance Dominance
- Despite the public health discourse, performance remains a dominant theme, with an assumption that developing motor skills will naturally lead to a healthy lifestyle (Harris and Leggett, 2015).
- Marginal Health Role
- Research indicates that ‘health’ plays a marginal role in PE policy in England, primarily associated with increasing physical activity to improve physical health (Lindsey et al., 2020).
How is Performance conceptualised in England
- Consistent Performance Focus
- The English curriculum consistently emphasizes physical competency and competitive sport from KS1 through KS4 (DfE, 2014).
- Dominant Discourse
- he dominant discourse is on performance, with a focus on developing motor skills and sports competencies (Harris and Leggett, 2015).
How is health conceptualised in scotland
- Broad Helath View
- Similar to Wales, the Scottish curriculum views health in broad terms, including social, emotional, mental, and physical aspects. This is evident in the Principles and Practice document, which emphasizes holistic health (Scottish Government, 2017).
- Explicit Reference
- Unlike Wales, PE is explicitly mentioned in the curriculum texts, reinforcing its role in promoting health (European Physical Education Review, 2024).
- Emphasis Variability
- The holistic health discourse is more prominent in the early years and becomes less so as pupils progress through school, shifting focus towards performance and competencies (European Physical Education Review, 2024)
How is pedagogy conceptualised in england
Pedagogy and teacher agency.
- Individualism
- The English curriculum provides little guidance on pedagogical practices, reflecting a wider discourse of individualism (Evans, 2014).
- External; Knowledge rel;iance
- PE teachers are heavily reliant on external sources for knowledge and understanding of pedagogy, contrasting with the more supportive approach in Wales (European Physical Education Review, 2024).
How is performance conceptualised in scotland
Performance
- Secondary focus
- Performance becomes significant in secondary school, focusing on efficient performance and sport-related fitness. Emotional aspects of performance are also considered, recognizing the impact of emotions on performance (Scottish Government, 2017)
- Performance & Emotion
- For example, students are encouraged to recognize their own and others’ emotions during performance and understand their impact (Scottish Government, 2017).
How is pedagogy conceptualised in Scotland
- Limited Explicit Refernce
- The curriculum documents (Experiences and Outcomes and Benchmarks) offer limited explicit reference to pedagogy, instead emphasizing teacher professional judgment (Scottish Government, 2017)
- Learner centred approach
- : There is a focus on promoting personalisation, cross-curricular planning, and supporting pupil learning, with teachers encouraged to critically analyze current practices (European Physical Education Review, 2024).
Drivers for a curriculum
Situational - the countries current demographic of learner
Material - the equipment available
Proffesional - the qualifications a teacher has
