My experience in St. Mary’s was second to none, I was fortunate enough to get involved with a lot of the sports teams during my year as VP where I developed my knowledge of managing and coaching the teams as well as meeting new people and making lifelong friends. As a Liberal Arts student I was lucky enough to get out on work experience in both a school and business environment which will stand by me in later life. Everyone in the college, students and staff, are willing to help you succeed and it creates a positive atmosphere in the college and pushes you to do your very best in all aspects of college life.
Physical Education
Learning objectives in the Physical Education (PE) courses are set in the areas of personal and social development and motor skills, together with reflective competences important for satisfying your own lifelong participation. Students will have opportunities to become proficient in a wide variety of physical activities over the three years, in addition to the opportunity to engage in college sports teams. There is a focus on each of the national curriculum areas (games, athletics, dance, swimming, and gymnastics).
All PE courses integrate theory and practical work with planning for delivery of physical activity sessions; we call this ‘SATS’ (subject application of transferable skills). While studying this part of the course, you will take part in and lead peer group workshops, and will deliver activity sessions to groups of children in different settings. In doing this, you should develop the knowledge, skills, and values that promote participation and learning in a variety of physical activity settings for children and young people.
Students take the equivalent of six modules per year. Modules in Human Development Studies and International Studies are core modules taken by all Liberal Arts students. Students also take modules in their chosen subject area.
Year 1
The Year 1 core modules introduce the student to the key areas of Human Development Studies and International Studies. They make use of a range of disciplinary approaches to address foundational questions:
• | What are we and how have we come to this human condition we experience today? | |
• | How can we think about human living and working in contemporary society and employment? | |
• | What are the various concepts that shape our understanding of our place in the world? | |
• | How are we to live in the many contexts which ‘Europe’ represents? |
Students are offered the opportunity to enhance key skills in communication and study for both academic and professional life, and to explore the various environments for future employment.
Year 2
The Year 2 modules continue to explore Human Development by focusing on issues of Global Justice, with the aim of enhancing the students’ civic awareness and commitment to ethical practice. In International Studies, students make use of a range of disciplines to explore the rich cultural heritage and current diversity which characterises the European experiences. They also become more knowledgeable and proficient in the political and economic development of contemporary Europe.
Students are offered further opportunity to expand their key skills for both academic and professional life. They undertake a short work placement of six weeks in the second semester. The aim of such a placement is twofold: to enable the student to develop in practice the skills, attributes and values for professional life, and to develop the self-reflective skills that mark the ‘reflective practitioner’ who is able to self-evaluate and critically review the work context.
Year 3
All students take a core module of 40 credits (Liberal Arts: Work related learning) that continues their exploration of key themes of Human Development Studies, and includes a final year work placement of six weeks in the second semester. The module explores topical issues from both an ethical and a professional dimension in lectures while the placement allows students opportunity to engage with such issues in the workplace setting. During the six-week placement, the student continues to extend skills development as in the second year.
Students are able to choose modules amounting to 40 credits from a range of offerings in Human Development Studies, International Studies and their subject area. They also continue advanced studies in their subject area with modules worth a further 40 credits
Topics covered in Physical Education include:
• | Human Anatomy | |
• | physical activity and child development, socialisation and moral development | |
• | risk management in physical activities for children | |
• | personal performance, understanding and appraisal of performance in a range of movement forms |
Topics covered in Physical Education include:
• | motor learning and human performance | |
• | aesthetics in the study of physical education, sport and human movement | |
• | planning models and measures of progression in physical activities for children | |
• | personal performance, understanding and appraisal of performance in a range of games used in the curriculum |
Topics covered in Physical Education include:
• | psychological and physiological context of exercise | |
• | philosophical and sociological perspectives on sport and recreation | |
• | biomechanics and human performance | |
• | leadership perspectives in physical activity settings | |
• | exploration and evaluation of strategies and styles of delivery in physical activity | |
• | personal performance, understanding and appraisal of performance in a range of movement forms |
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