Rationale for the inclusion of outdoor activities within the the physical education curriculum. The role of the 'Adventure Education' curriculum model in creating a set of unique learning experiences, where students are encouraged to challenge themselves and co-operate with others as they earn to solve physical activity challenges. Students will explore the potential of adventure activities to expose children to risk and challenge in a controlled environment. Linking with local community outdoor education organisations and settings.

Team challenges with a focus on collaboration, cooperation and problem-solving skills. Students will demonstrate responsible personal and social behaviour in adventure activity settings and reflect on and evaluate their experience in participating and leading team challenge activities. Formative assessment, feedback and the critical role of reflective practice (before and after class) is embedded into this practical experience on a weekly basis to support the learning process.

Develop skills in map-reading, map orientation, map symbols, map scales, pacing & navigation techniques. Students will learn how to set up an orienteering course, consider the safety implications of teaching orienteering and consider ways of adapting orienteering to facilitate inclusive participation for all. Formative assessment, feedback and the critical role of reflective practice (before and after class) is embedded into this practical experience on a weekly basis to support the learning process.

Develop the skills and proficiencies needed to sleep and cook in the outdoors. Develop an appreciation of the outdoor environment and an understanding of the need to protect the environment and to leave no trace. Formative assessment, feedback and the critical role of reflective practice (before and after class) is embedded into this practical experience on a weekly basis to support the learning process.

Rationale for the inclusion of athletics within the the current post-primary physical education curricula. The role of the 'Personal and Social Responsibility' curriculum model in creating a set of unique learning experiences, where students are encouraged to take responsibility for themselves and their learning, including respecting the rights and feelings of others. Students will holistically explore athletics from a social, psychological and biological perspective as a means of (i) facilitating social development, (ii) promoting inclusivity and (iii) motivating students to embed athletic activities within their leisure time as a life-long health-promoting behaviour. Safety considerations in a sport that places emphasis on such activities as running, jumping, and throwing activities, which all may be taking place at the same time in a learning environment or sports setting. Specific emphasis to be placed on the age-appropriate nature of certain athletics activities (e.g. throwing events) and how standard equipment may be modified to optimise the teaching and learning experience.

Age-appropriate mastery and progression of core athletic competencies (running, jumping, throwing) as outlined within the current post-primary physical education curricula. Fundamental running mechanics, running for speed, endurance, starting procedures. Standing long, triple and high jump. Games, modified apparatus and activities to assist with the development of mastery in throwing activities (i.e. shot put, javelin, discus and hammer). Formative assessment, feedback and the critical role of reflective practice (before and after class) is embedded into this practical experience on a weekly basis to support the learning process.

Safe, enjoyable and inclusive fundamental athletics activities that provide opportunities for pupils to engage in age-appropriate running, jumping and throwing activities. Students will be required to pay particular consideration to the creation of a positive and engaging learning environment, in addition to considering all possible adaptations to facilitate inclusive participation.