Differentiation

Differentiation occurs in two distinct areas: planning for teaching and learning and assessment.

Planning for teaching and learning 

Ordinary Level

Higher Level

 

  • Learners engage with a broad range of learning experiences mainly concrete in nature, but with some elements of abstraction or theory.

  • Learners demonstrate a range of psychomotor, cognitive and affective skills. They demonstrate the ability to analyse selected physical activities and to plan for improved performance.

  • They apply previously-used solutions to a variety of problems in familiar contexts.

  • They show an ability to engage in action planning.

  • Learners show evidence of ongoing reflective practice in physical education.

  • Learners engage with a broad range of learning including theoretical concepts and abstract thinking with significant depth in selected areas.

  • They use a broad range of psychomotor, cognitive and affective skills.

  • They demonstrate the ability to analyse in depth a range of physical activities and to plan for improved performance.

  • They engage in problem-solving in a wide variety of both familiar and unfamiliar contexts.

  • Learners show evidence of ongoing reflective practice in physical education.

 

Assessment

In common with other Leaving Certificate specifications, physical education is assessed at both Higher and Ordinary levels. Differentiation at the point of assessment is reflected in the structure of the examination tasks and in the nature of the challenges posed. The performance assessment is assessed at a common level.