Physical Education in Primary SchoolThe Physical Education (PE) is for children from junior infants to sixth class. The curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. The PE curriculum provides a balanced range of activities for children through the six strands: Athletics Dance Gymnastics Games Outdoor and adventure activities Aquatics. The current curriculum was introduced as part of the Primary School Curriculum, 1999 (Credit: www.curriculumonline.ie) |
Our Prioritised PE Strand for 2022/2023:GAMES :-)
|
Tag Rugby (February 2023)
As our curriculum focus for this year is Games, the senior classes are currently working on Tag Rugby in PE. It is great to see the progression of skills as the weeks go by and how much the children are enjoying the game!
Games - Gaelic Football (January 2023)
Our curriculum focus for this year is Games. Our pupils are currently working on Gaelic Football. They are learning and improving the skills of passing, catching and travelling. The lessons are great fun!
30th April 2019 - New PE Equipment
We recently took delivery of lots of new PE equipment. Some of the 6th class took the time to take an inventory and organise it neatly in the PE equipment storage room. They also labelled all of the equipment, old and new, so that it would be easier to find. We can't wait to try out the new equipment in our PE lessons. The Active Schools Committee are also doing up a rota for some of the equipment to be used on the yard during break and lunch times!
April 2019 - 6th Class are working on athletics at the moment....
6th Class are concentrating on the athletics strand in PE at the moment. We have been using the PSSI lesson plans and have been practising the shot put, javelin and relays, to name but a few activities. Have a look at some of the photos and video clips below from recent lessons. We have been focusing on perfecting the downward sweep in relays.....let's just say it looks a lot easier than it actually is! :-D But practice makes perfect! :-)
|
|
|
|
Games (February 2019)
We were concentrating on the games strand in PE in the senior end during February. We saw the competitive streak come out in lots of girls and boys, especially when it came to basketball! :-D
Our PE Policy in St. Dominic's
Vision and Aims
Vision
Physical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives. Our policy in St. Dominic’s N.S. emphasises the following tenets:
Aims
Curriculum Planning
Strands and Strand Units
Strands of the physical education curriculum
Strand units of the athletics curriculum
Strand units of the dance curriculum
Strand units of the gymnastics curriculum
Strand units of the games curriculum
Strand units of the outdoor and adventure activities curriculum
*strand units or sub-units for first and second classes only
Strand units of the aquatics curriculum
Approaches and Methodologies
The teachers in St. Dominic’s N.S. will use of a broad range of methodologies switching and mixing approaches to suit the objectives of the unit of work or the lesson. Among the teaching approaches which are particularly appropriate for teaching physical education are
The direct-teaching approach
The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress.
The guided-discovery approach
The guided-discovery strategy involves the teacher in designing a series of questions that will eventually lead to one or more appropriate answers and ultimately the discovery of a particular concept or solution.
Integrated approaches A combination of the above.
Within these broad approaches a varied range of methodologies will be employed to include individual, pair, group and teamwork, station teaching, grid activities and thematic approaches.
Assessment and Record Keeping
Our assessment will be based on the achievement of our aims and will take the form of two primary tools:
Teacher Observation
This involves the informal monitoring of children's progress as the actual learning takes place.
Teacher Designed Tasks
This is where teachers continuously design a variety of tasks for the pupils to engage in. Some tasks will be designed to provide opportunities to practise skills, some will be designed to encourage creativity, some to gather knowledge of activities and other tasks will be designed to promote questioning and group discussion before carrying out the task and as the task is completed.
Multi-Class Teaching
St. Dominic’s N.S., as a four mainstream class school, has four multi-classes with two classes in each. To cater for this situation, we try to ensure that work is designed appropriate to different stages of development. This can involve follow-up activities, where one group has an opportunity to practise again what was covered in the basic lesson, while another group moves ahead and develops further the content of the basic lesson. We may also facilitate multi-ability situations through the ‘station’ teaching method e.g. A group can be composed of children of similar ability or children at the same class level. We will endeavour to remain cognisant of children’s self-esteem when grouping according to ability.
Children with Different Needs
In catering for differing needs within the student body we endorse the following principles of the Curricular Guidelines for Children with Special Needs:
• To improve general fitness by making the programme as active as possible
• To accommodate the students needs through planning for appropriate progression of skills
• To foster self-esteem and confidence by engaging the students in activities that are appropriate and achievable with continual emphasis on ability
rather than disability
• To ensure maximum participation of students by modifying activities to meet their specific needs
• To promote physical activity as a sociable and enjoyable pursuit, through a balanced programme of co-operative and competitive activities
• To encourage individual interest in specific sports and an interest in sports promoted in the media and/or local community.
In so far as is possible, classes are organised and activities adapted to include children who may have physical disabilities. This is done through adaptation of equipment, modification of activities and creation of exclusion zones while all the time remaining mindful of the principles of inclusion. Equally children with exceptional ability and talent for PE will be encouraged and supported and activities will be adapted to a more challenging level to suit their needs e.g. organising mini-games at varying ability levels where talented players are matched with each other to extend their skill and ingenuity. Dribbling and travelling activities in Games will also offer additional challenges of speed, distance and accuracy and highly skilled students may also be employed as demonstrators particularly those in need of self-esteem boosting.
Equality of Participation and Access
It is our policy to provide equal opportunities to boys and girls to participate in all strands of P.E. classes. Class groupings are made according to ability as opposed to gender. We also ensure that boys and girls have equal opportunities to enter competitions if part of extra-curricular programme. We ensure that where one gender is entered in a sports related competition the other gender is also entered where feasible. The school have an agreed policy with regard to dispersing available funds to ensure that every child has access to and participates in all PE activities provided by the school. In line with Department of Education and Science recommendations, it is the policy of St. Dominic’s N.S. not to charge for in-school curricular activities. In this regard, the implementation of this policy is dependent on appropriate funding being provided by the Department of Education and Science for the purchase of necessary equipment and resources and the school accepts no responsibility for failure in this area due to inadequate funding.
Linkage and Integration
Opportunities for linkage and integration exist throughout all levels of our P.E. programme. Teachers identify opportunities when planning their individual programmes. Physical education is integrated with SPHE, Language, Gaeilge, SESE, Arts Education and Mathematics.
SPHE: The emphasis in the physical education programme on promoting enjoyment of and positive attitudes towards physical activity and its lifelong contribution to health complements the strand unit of the SPHE programme Taking Care of my Body. Engaging in activities outdoors can be linked with the strand unit Environmental Awareness and Care. Games and athletics provide valuable opportunities for the child to learn to accept decisions and rules and to develop the concept of fair play, which the strand unit Relating to Others explores. Swimming and other aquatic activities can promote safety considerations developed in the strand unit Safety and Protection.
Language: The use of a varied movement vocabulary (verbs, adverbs), the interpretation of directions, descriptions of movements, discussion of rules and writing or telling of experiences in sport or outdoor activities all help to develop and enrich language. Poetry and literature may be used as stimuli for dance.
Gaeilge: Ba chóir an Ghaeilge a shníomh isteach go nádúrtha agus de réir a chéile sna ceachtanna corpoideachais agus i mionchluichí agus i ngluaiseachtaí súgartha na bpáistí. Is féidir céimniú a dhéanamh ar an méid Gaeilge a úsáidtear sna ceachtanna ó rang go rang. Is fiú go mór na páistí a spreagadh chun Gaeilge a labhairt eatarthu féin agus iad ag imirt cluichí éagsúla agus ag cleachtadh na scileanna a bhaineann leo.
Déantar iarracht:
SESE: The development of geographical skills such as using maps is promoted as the children engage in outdoor activities. In addition, the study of the environment, weather and terrain can be undertaken through outdoor activities. The origin of dance music and the history of games and sports can be explored. Local, national and international sports can form the basis for study.
Arts Education: Non-verbal communication can be developed through gymnastics and dance, linking with activities in the drama lesson. Themes from sporting experiences and outdoor activities can be explored through drama also and may form the springboard for artwork. Music can be used for warm-up activities and complements gymnastics and dance lessons. Art work can inspire ideas for dance and dance movements and themes may be interpreted in a variety of visual arts media. National tunes for sporting occasions can be explored, as well as folk songs or campfire songs during outdoor activities.
Maths: Opportunities are provided to develop appreciation of shape and balance and to estimate, measure and compare. Results may be recorded, angles may be explored and league tables examined.
Organisational Planning
Timetable
September/October Games, Athletics
November/December Dance, Gymnastics
January/February/March Aquatics, Gymnastics, Dance/Games
April/May/June Games, Athletics, Outdoor Adventure
Code of Ethics
Every effort will be made to ensure that pupil – teacher interactions are appropriate particularly in relation to attire, changing areas, skills demonstration etc. Where physical pupil – teacher contact is deemed as necessary to the lesson being taught, this will be kept to a minimum, will be appropriate (i.e. hand-to-hand, hand-to-shoulder etc.) and will always be preceded by a request from the instructor (e.g. “Is it O.K. if I move your arm into the correct position?).
After School Activities
During certain times of the year after school activities such as the training of school teams may take place. This will be done by staff members or qualified personnel with parental consent and such activities will be governed by the same stipulations as during P.E. lessons.
PE Equipment and ICT
Health and Safety
Physical education includes many activities, which offer a challenge to the child’s initiative, determination and courage. Safety precautions cannot remove all risks but should eliminate unnecessary hazards. The safety of the child is of paramount importance during the delivery of P.E. Lessons.
Individual Teachers’ Planning and Reporting
This school plan and the curriculum documents for PE will provide information and guidance to individual teachers for their long and short-term planning. Each teacher will be provided with copies of these documents to ensure a cohesive and graded approach between classrooms.
Teachers will plan using the strands and strand units exploring thematic approaches wherever possible.
The Cuntas Míosúil will serve as a tool for reviewing and developing the whole school plan/individual preparation for subsequent planning and reviews of policy. This will be managed by way of reference to Cuntais Míosúil when policy reviews or individual planning are being undertaken.
Staff Development
Parental Involvement
Community Links
Where there are members of clubs/groups in the community that might support the school’s PE programme, these people are invited to give of their expertise to enhance the learning experience of the pupils. (GAA coaching scheme, Miriam Dennigan football coaching, Declan Donohoe Athletics, Steve Coy – tag rugby)
Success CriteriaOur success criteria will be based on the achievement of our objectives. We will use staff observation and parental feedback as our benchmark for success or otherwise of the policy.
Implementation
This policy will be implemented for the School year 2006-2007 and years following. The school principal will be responsible for the implementation and evaluation of the policy. Any feedback received will be recorded and any problems that arise will be taken into account for the purposes of evaluation and review.
Review
This policy is reviewed annually. The principal and staff are responsible for this review.
Ratification and Communication
The Board of Management ratified this policy on the _______ of _____________________.
Signed: ___________________________________, (Chairperson, BOM)
St. Dominic’s N.S. does not have adequate resources to disseminate all of its policies to all the concerned members of the wider school community. The policy is communicated to the members of the BOM and is available to the wider school community through the parents’ representatives on the BOM. All St. Dominic’s N.S. policies are available for inspection in the school.
Vision
Physical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives. Our policy in St. Dominic’s N.S. emphasises the following tenets:
- providing activities equally suitable for girls and boys
- the importance of enjoyment and play
- maximum participation by all children
- the development of skills and understanding
- a balance between competitive and non-competitive activities
- a balance between contact and non-contact activities
- providing opportunities for achievement for each child
Aims
- To promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.
- To promote the physical, social, emotional and intellectual development of the child
- To develop positive personal qualities
- To help in the acquisition of an appropriate range of movement skills in a variety of contexts
- To promote understanding and knowledge of the various aspects of movement
- To develop an appreciation of movement and the use of the body as an instrument of expression and creativity
Curriculum Planning
Strands and Strand Units
Strands of the physical education curriculum
- Athletics
- Dance
- Gymnastics
- Games
- Outdoor and adventure activities
- Aquatics
Strand units of the athletics curriculum
- Running
- Walking, jogging or running over distance
- Sprinting, relays, hurdling
- Jumping
- Throwing
- Understanding and appreciation of athletics
- Strand units of the dance curriculum
Strand units of the dance curriculum
- Exploration, creation and performance of dance
- Understanding and appreciation of dance
Strand units of the gymnastics curriculum
- Movement
- Understanding and appreciation of movement
Strand units of the games curriculum
- Sending, receiving and travelling
- Creating and playing games
- Understanding and appreciation of games
Strand units of the outdoor and adventure activities curriculum
- Walking (cycling*, camping*)
- Orienteering
- Outdoor challenges
- Water-based activities*
- Understanding and appreciation of outdoor and adventure activities
*strand units or sub-units for first and second classes only
Strand units of the aquatics curriculum
- Hygiene
- Water safety
- Entry to and exit from the water
- Buoyancy and propulsion
- Stroke development
- Water-based ball games
- Understanding and appreciation of aquatics
Approaches and Methodologies
The teachers in St. Dominic’s N.S. will use of a broad range of methodologies switching and mixing approaches to suit the objectives of the unit of work or the lesson. Among the teaching approaches which are particularly appropriate for teaching physical education are
The direct-teaching approach
The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress.
The guided-discovery approach
The guided-discovery strategy involves the teacher in designing a series of questions that will eventually lead to one or more appropriate answers and ultimately the discovery of a particular concept or solution.
Integrated approaches A combination of the above.
Within these broad approaches a varied range of methodologies will be employed to include individual, pair, group and teamwork, station teaching, grid activities and thematic approaches.
Assessment and Record Keeping
Our assessment will be based on the achievement of our aims and will take the form of two primary tools:
Teacher Observation
This involves the informal monitoring of children's progress as the actual learning takes place.
Teacher Designed Tasks
This is where teachers continuously design a variety of tasks for the pupils to engage in. Some tasks will be designed to provide opportunities to practise skills, some will be designed to encourage creativity, some to gather knowledge of activities and other tasks will be designed to promote questioning and group discussion before carrying out the task and as the task is completed.
Multi-Class Teaching
St. Dominic’s N.S., as a four mainstream class school, has four multi-classes with two classes in each. To cater for this situation, we try to ensure that work is designed appropriate to different stages of development. This can involve follow-up activities, where one group has an opportunity to practise again what was covered in the basic lesson, while another group moves ahead and develops further the content of the basic lesson. We may also facilitate multi-ability situations through the ‘station’ teaching method e.g. A group can be composed of children of similar ability or children at the same class level. We will endeavour to remain cognisant of children’s self-esteem when grouping according to ability.
Children with Different Needs
In catering for differing needs within the student body we endorse the following principles of the Curricular Guidelines for Children with Special Needs:
• To improve general fitness by making the programme as active as possible
• To accommodate the students needs through planning for appropriate progression of skills
• To foster self-esteem and confidence by engaging the students in activities that are appropriate and achievable with continual emphasis on ability
rather than disability
• To ensure maximum participation of students by modifying activities to meet their specific needs
• To promote physical activity as a sociable and enjoyable pursuit, through a balanced programme of co-operative and competitive activities
• To encourage individual interest in specific sports and an interest in sports promoted in the media and/or local community.
In so far as is possible, classes are organised and activities adapted to include children who may have physical disabilities. This is done through adaptation of equipment, modification of activities and creation of exclusion zones while all the time remaining mindful of the principles of inclusion. Equally children with exceptional ability and talent for PE will be encouraged and supported and activities will be adapted to a more challenging level to suit their needs e.g. organising mini-games at varying ability levels where talented players are matched with each other to extend their skill and ingenuity. Dribbling and travelling activities in Games will also offer additional challenges of speed, distance and accuracy and highly skilled students may also be employed as demonstrators particularly those in need of self-esteem boosting.
Equality of Participation and Access
It is our policy to provide equal opportunities to boys and girls to participate in all strands of P.E. classes. Class groupings are made according to ability as opposed to gender. We also ensure that boys and girls have equal opportunities to enter competitions if part of extra-curricular programme. We ensure that where one gender is entered in a sports related competition the other gender is also entered where feasible. The school have an agreed policy with regard to dispersing available funds to ensure that every child has access to and participates in all PE activities provided by the school. In line with Department of Education and Science recommendations, it is the policy of St. Dominic’s N.S. not to charge for in-school curricular activities. In this regard, the implementation of this policy is dependent on appropriate funding being provided by the Department of Education and Science for the purchase of necessary equipment and resources and the school accepts no responsibility for failure in this area due to inadequate funding.
Linkage and Integration
Opportunities for linkage and integration exist throughout all levels of our P.E. programme. Teachers identify opportunities when planning their individual programmes. Physical education is integrated with SPHE, Language, Gaeilge, SESE, Arts Education and Mathematics.
SPHE: The emphasis in the physical education programme on promoting enjoyment of and positive attitudes towards physical activity and its lifelong contribution to health complements the strand unit of the SPHE programme Taking Care of my Body. Engaging in activities outdoors can be linked with the strand unit Environmental Awareness and Care. Games and athletics provide valuable opportunities for the child to learn to accept decisions and rules and to develop the concept of fair play, which the strand unit Relating to Others explores. Swimming and other aquatic activities can promote safety considerations developed in the strand unit Safety and Protection.
Language: The use of a varied movement vocabulary (verbs, adverbs), the interpretation of directions, descriptions of movements, discussion of rules and writing or telling of experiences in sport or outdoor activities all help to develop and enrich language. Poetry and literature may be used as stimuli for dance.
Gaeilge: Ba chóir an Ghaeilge a shníomh isteach go nádúrtha agus de réir a chéile sna ceachtanna corpoideachais agus i mionchluichí agus i ngluaiseachtaí súgartha na bpáistí. Is féidir céimniú a dhéanamh ar an méid Gaeilge a úsáidtear sna ceachtanna ó rang go rang. Is fiú go mór na páistí a spreagadh chun Gaeilge a labhairt eatarthu féin agus iad ag imirt cluichí éagsúla agus ag cleachtadh na scileanna a bhaineann leo.
Déantar iarracht:
- bainisteoireacht ranga a dhéanamh trí Ghaeilge
- gnáthorduithe a thabhairt agus ceisteanna a chur
- foclóir a bhaineann le cluichí éagsúla a úsáid
SESE: The development of geographical skills such as using maps is promoted as the children engage in outdoor activities. In addition, the study of the environment, weather and terrain can be undertaken through outdoor activities. The origin of dance music and the history of games and sports can be explored. Local, national and international sports can form the basis for study.
Arts Education: Non-verbal communication can be developed through gymnastics and dance, linking with activities in the drama lesson. Themes from sporting experiences and outdoor activities can be explored through drama also and may form the springboard for artwork. Music can be used for warm-up activities and complements gymnastics and dance lessons. Art work can inspire ideas for dance and dance movements and themes may be interpreted in a variety of visual arts media. National tunes for sporting occasions can be explored, as well as folk songs or campfire songs during outdoor activities.
Maths: Opportunities are provided to develop appreciation of shape and balance and to estimate, measure and compare. Results may be recorded, angles may be explored and league tables examined.
Organisational Planning
Timetable
- The timetabling of P.E. lessons is at the discretion of the individual teacher with a proviso of at least one hour per week.
- Provision is made for flexibility to take into account such factors as weather, space, availability of equipment, availability of swimming pool, availability of funds, timetable of outside coaching personnel (GAA coaches) etc.
- The following sample year’s plan or similar will be used where feasible to ensure each strand is covered appropriately.
September/October Games, Athletics
November/December Dance, Gymnastics
January/February/March Aquatics, Gymnastics, Dance/Games
April/May/June Games, Athletics, Outdoor Adventure
Code of Ethics
Every effort will be made to ensure that pupil – teacher interactions are appropriate particularly in relation to attire, changing areas, skills demonstration etc. Where physical pupil – teacher contact is deemed as necessary to the lesson being taught, this will be kept to a minimum, will be appropriate (i.e. hand-to-hand, hand-to-shoulder etc.) and will always be preceded by a request from the instructor (e.g. “Is it O.K. if I move your arm into the correct position?).
- Where instructors from outside are employed or where pupils are brought to another location, every effort will be made to ensure instructors are qualified and reputable and that they adhere to the above tenets.
After School Activities
During certain times of the year after school activities such as the training of school teams may take place. This will be done by staff members or qualified personnel with parental consent and such activities will be governed by the same stipulations as during P.E. lessons.
PE Equipment and ICT
- An inventory of P.E. equipment in the school is included as Appendix A. Where funding is made available by the DES, equipment is purchased from reputable sources and stored in the Resource Room at the back of the school.
- ICT is used for such activities as viewing footage of Sports events, skills videos, printing team sheets; Safety programmes e.g. Water Safety Video etc.
Health and Safety
Physical education includes many activities, which offer a challenge to the child’s initiative, determination and courage. Safety precautions cannot remove all risks but should eliminate unnecessary hazards. The safety of the child is of paramount importance during the delivery of P.E. Lessons.
- The working relationship established between teacher and class is one of the most important factors in fostering a safe learning environment.
- The medical condition of individual children, which may affect their safety during a physical education lesson, will be taken into account.
- The skill and knowledge of the teacher, combined with the sense of responsibility of the child, can help prevent accidents.
- Appropriate clothing and footwear to be worn by all pupils.
- Equipment will be checked regularly and maintained to correct safety standards.
- Emphasis will be placed on the maintenance of good posture throughout all activities, which is especially important when lifting and carrying apparatus.
- Children will be taught a practical knowledge and understanding of warming-up and cooling-down in order to prepare the body safely and effectively for exercise and to recover afterwards. This will be done through activities that are safe and enjoyable.
- The School Safety Statement contains procedures to be adopted should accidents occur in the physical education lesson (see Safety Statement)
Individual Teachers’ Planning and Reporting
This school plan and the curriculum documents for PE will provide information and guidance to individual teachers for their long and short-term planning. Each teacher will be provided with copies of these documents to ensure a cohesive and graded approach between classrooms.
Teachers will plan using the strands and strand units exploring thematic approaches wherever possible.
The Cuntas Míosúil will serve as a tool for reviewing and developing the whole school plan/individual preparation for subsequent planning and reviews of policy. This will be managed by way of reference to Cuntais Míosúil when policy reviews or individual planning are being undertaken.
Staff Development
- In so far as is possible, teachers have access to current research, reference books, resource materials, and websites dealing with PE.
- Where there are appropriate PE courses available, teachers are encouraged to attend.
- Teachers are encouraged to share the expertise acquired at these courses at staff meetings and through demonstrations.
Parental Involvement
- Parents are encouraged to become involved in supporting the PE plan. Parents with knowledge or expertise in any field of physical education are encouraged to make themselves available to contribute to the plan. This has and continues to be particularly true of parents who coach or help out in the coaching of school teams.
- The PE plan is communicated to parents through their Representatives on the Board of Management. All school policies are also available for parents to view at the school.
- Parents are encouraged to support their children’s interest in PE by fostering a love of active participation in games and sport without putting undue pressure on children to always win.
- Parents are invited to view the children’s achievements in PE primarily through supporting them at team events.
Community Links
Where there are members of clubs/groups in the community that might support the school’s PE programme, these people are invited to give of their expertise to enhance the learning experience of the pupils. (GAA coaching scheme, Miriam Dennigan football coaching, Declan Donohoe Athletics, Steve Coy – tag rugby)
Success CriteriaOur success criteria will be based on the achievement of our objectives. We will use staff observation and parental feedback as our benchmark for success or otherwise of the policy.
Implementation
This policy will be implemented for the School year 2006-2007 and years following. The school principal will be responsible for the implementation and evaluation of the policy. Any feedback received will be recorded and any problems that arise will be taken into account for the purposes of evaluation and review.
Review
This policy is reviewed annually. The principal and staff are responsible for this review.
Ratification and Communication
The Board of Management ratified this policy on the _______ of _____________________.
Signed: ___________________________________, (Chairperson, BOM)
St. Dominic’s N.S. does not have adequate resources to disseminate all of its policies to all the concerned members of the wider school community. The policy is communicated to the members of the BOM and is available to the wider school community through the parents’ representatives on the BOM. All St. Dominic’s N.S. policies are available for inspection in the school.
Primary Schools Sports Initiative (September 2018)
Teachers in each class throughout the school use the structured lesson plans from the Primary Schools Sports Initiative in delivering the PE curriculum. These lessons help to develop the skills in each strand, appropriate to each class level. They are a brilliant resource and full of activities which the children love.